National 5 English

Course code: C824 75

Course assessment code: X824 75

Spoken language code: HK57 75

SCQF: level 5 (24 SCQF credit points)

Valid from: session 2017–18

The course specification provides detailed information about the course and course
assessment to ensure consistent and transparent assessment year on year. It describes the
structure of the course and the course assessment in terms of the skills, knowledge and
understanding that are assessed.

This document is for teachers and lecturers and contains all the mandatory information you
need to deliver the course.

This edition: July 2018, version 2.1

© Scottish Qualifications Authority 2018

Contents
Course overview 1
Course rationale 2
Purpose and aims 3
Who is this course for? 3
Course content 4
Skills, knowledge and understanding 5
Skills for learning, skills for life and skills for work 7
Course assessment 8
Course assessment structure: question paper 9
Course assessment structure: portfolio–writing 12
Portfolio–writing marking instructions 15
Course assessment structure: performance–spoken language 19
Performance–spoken language marking instructions 22
Grading 26
Equality and inclusion 27
Further information 28
Appendix: course support notes 29
Introduction 29
Developing skills, knowledge and understanding 29
Approaches to learning and teaching 31
Preparing for course assessment 32
Developing skills for learning, skills for life and skills for work 39
Course overview
The course consists of 24 SCQF credit points which includes time for preparation for course
assessment. The notional length of time for a candidate to complete the course is 160 hours.

The course assessment has four components.

Component Marks Duration

Component 1: 30 1 hour
Reading for Understanding,
Analysis and Evaluation
Component 2: 40 1 hour and 30 minutes
Critical Reading
Component 3: 30 See course assessment section
Portfolio–writing
Component 4: Achieved/ See course assessment section
Performance–spoken language not achieved

Recommended entry Progression

Entry to this course is at the discretion of the  Higher English, other qualifications in
centre. English or related areas
 further study, employment and/or training
Candidates should have achieved the fourth
curriculum level or the National 4 English
course or equivalent qualifications and/or
experience prior to starting this course.

Conditions of award
The grade awarded is based on the total marks achieved across all course assessment
components along with achievement of the spoken language component.

Achievement of this course gives automatic certification of the following Core Skill:

 Communication at SCQF level 5

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Course rationale
National Courses reflect Curriculum for Excellence values, purposes and principles. They
offer flexibility, provide more time for learning, more focus on skills and applying learning,
and scope for personalisation and choice.

Every course provides opportunities for candidates to develop breadth, challenge and
application. The focus and balance of assessment is tailored to each subject area.

Candidates continue to acquire and develop the attributes and capabilities of the four
capacities, as well as the skills for learning, life and work.

In the National 5 English course, there is an emphasis on the development and application of
key language skills closely associated with literacy and communication. Language skills have
personal, social and economic value and importance. Our ability to use language, and to
communicate, lies at the centre of the development and expression of our emotions, our
thinking, and our sense of personal identity. It is generally accepted that language
competence helps to unlock learning across all subjects.

This course provides candidates with the opportunity to develop skills in reading, writing,
talking and listening. Consequently, candidates should be able to understand, analyse,
evaluate, and use, detailed language for a range of purposes in practical and relevant
contexts.

This course will allow candidates to encounter and engage with a wide range of texts across
literature, language, and the media. The course enables candidates to communicate, to think
critically, and to be thoughtful and creative. Candidates will be encouraged to reflect on, and
to build an understanding of, their own experiences, environment, and culture, and the
experiences, environments and cultures of others. Through the study of Scottish writers,
candidates will develop an appreciation of Scotland’s own literary heritage. Language and
literature are key aspects of our culture, and the cultures of others, and through them can be
fostered an awareness, and a celebration of cultural diversity.

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Purpose and aims
The main purpose of this course is to provide candidates with the opportunity to develop the
skills of reading, writing, talking and listening in order to understand and to use language
which is detailed in content.

The course offers candidates opportunities to develop and extend a wide range of skills. In
particular, the course aims to enable candidates to develop the ability to:

 read, write, talk and listen, as appropriate to purpose, audience and context
 understand, analyse and evaluate texts, including Scottish texts, in the contexts of
literature, language and/or the media
 create and produce texts, as appropriate to purpose, audience and context, through the
application of their knowledge and understanding of language

As candidates develop their language skills, they will be able to process ideas and
information more readily, apply knowledge of language in practical and relevant contexts,
and gain confidence to use detailed language with clarity and purpose. Candidates develop
analytical thinking and an understanding of the impact of language through the study of a
wide range of texts.

Who is this course for?

This course is suitable for those who wish to develop their language and communication
skills through the exploration and creation of language, literature and media texts.

It is designed for those who are at the stage in their learning when they are ready to develop
language and communication skills at SCQF level 5. They will have attained curriculum
level 4 in the broad general education, or have gained an award in National 4 English.

This course provides a clear progressive pathway for those candidates who aim to go on to
study Higher English, but also provides preparation for future learning in other subjects,
employment, vocational training, and life beyond the classroom.

The course is designed to be accessible and inclusive.

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Course content
A National 5 English course will enable and encourage candidates to develop their language
skills in reading, writing, talking and listening. Although these essential skills can be dealt
with and treated separately, often the most effective and natural teaching and learning
approaches will allow for them to be integrated.

When operated together, the elements can be said to support each other, and often work on
one skill can aid the development of another: broad reading of literature and language will
not only strengthen key reading skills of understanding, analysis and evaluation, but will have
an impact on a candidate’s ability to write. Spoken language has a part to play here too: it is
often through discussion that a deeper understanding of language and literature emerges.
Talking and listening activities also help to improve candidate interaction and engagement. In
this way, a holistic approach can be taken to course content. Areas and topics of study could
encompass many of the skills required.

With the exception of the Scottish text list, which offers a range of prescribed texts across the
genres of drama, prose fiction and poetry, there are no restrictions in the selection of texts for
study. Texts can be chosen from literature, language or the media, and must offer sufficient
challenge in that they should be detailed in content.

Teaching and learning approaches should allow for personalisation and choice, where
possible. When planning teaching and learning programmes, the needs of the candidates,
their interests and motivations should be considered. There is freedom within the course to
plan according to the needs of candidates.

The course should allow for the acquisition of competence in key language and
communication skills. Candidates should be reminded of the need for clarity and accuracy in
their own use of language, and of appropriate use of register. Good study habits should be
fostered in terms of research and the use of internet sources. Candidates should be
reminded of the need to acknowledge research sources consulted.

Opportunities should be given for candidates to explore the expression of their thoughts and
feelings, their creativity and their imaginations. This could be part of work done towards the
portfolio–writing.

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Skills, knowledge and understanding
Skills, knowledge and understanding for the course
The following provides a broad overview of the subject skills, knowledge and understanding
developed in the course:

 the development of key communication and literacy skills in reading, writing, talking
and listening
 understanding, analysis and evaluation of detailed texts in the contexts of literature,
language and media, including Scottish literature
 the production of detailed texts in a range of contexts
 knowledge and understanding of language

For the purposes of the course, the skills of reading, writing, talking and listening can be
further defined as:

Reading:
 engage with, consider, and select the main ideas of a text
 identify and select detailed information from a text
 analyse and evaluate a writer’s choice and use of language
 evaluate the overall effects and impact of a text

Writing:
 communicate detailed ideas
 communicate detailed information
 explore, describe and communicate personal experience
 write creatively and imaginatively in a literary form (eg prose fiction, drama, poetry, etc)

Talking and listening:

 discuss and communicate detailed ideas and/or personal experience
 communicate detailed information
 use aspects of non-verbal communication
 demonstrate listening skills by responding to detailed spoken language

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Skills, knowledge and understanding for the course assessment
The following provides details of skills, knowledge and understanding sampled in the
course assessment:

Read, understand, and respond to texts:

 one unseen passage of non-fiction writing

 one text or extract from a specified and previously-studied Scottish writer
 make comparisons between texts or within a longer text by prescribed Scottish writers
 other literature, media, or language studied as part of the course

Analyse a writer’s use of language:

 one unseen passage of non-fiction writing

 one text or extract from a specified and previously-studied Scottish writer
 making comparisons between texts or within a longer text from a specified and
previously-studied Scottish writer
 other literature, media, or language studied as part of the course

Write, with satisfactory technical accuracy, in two forms:

 broadly creative
 broadly discursive

Demonstrate skills in talking and listening:

 participate actively in spoken language activities, such as group discussions

or presentations

Skills, knowledge and understanding included in the course are appropriate to the SCQF
level of the course. The SCQF level descriptors give further information on characteristics
and expected performance at each SCQF level (www.scqf.org.uk).

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Skills for learning, skills for life and skills for work
This course helps candidates to develop broad, generic skills. These skills are based on
SQA’s Skills Framework: Skills for Learning, Skills for Life and Skills for Work and draw from
the following main skills areas:

1 Literacy

1.1 Reading
1.2 Writing
1.3 Listening and talking

5 Thinking skills

5.3 Applying
5.4 Analysing and evaluating

These skills must be built into the course where there are appropriate opportunities and the
level should be appropriate to the level of the course.

Further information on building in skills for learning, skills for life and skills for work is given in
the course support notes.

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Course assessment
Course assessment is based on the information provided in this document.

The course assessment meets the key purposes and aims of the course by addressing:

 breadth — drawing on knowledge and skills from across the course

 challenge — requiring greater depth or extension of knowledge and/or skills
 application — requiring application of knowledge and/or skills in practical or theoretical
contexts as appropriate

This enables candidates to demonstrate:

 the ability to understand, analyse and evaluate an unseen written text. This will be
assessed by a question paper
 the ability to understand, analyse and evaluate detailed texts in the contexts of literature,
language and/or media. This will be assessed by a question paper
 application of language skills in the creation of texts. This will be assessed through
portfolio–writing
 the ability to produce detailed spoken language through the demonstration of talking and
listening skills. This will be assessed through performance–spoken language

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Course assessment structure: question paper
Reading for Understanding, Analysis and Evaluation 30 marks
The purpose of this question paper is to assess candidates’ application of their reading skills
in the challenging context of unseen material and a limited time.

30 marks (30% of the total mark) are awarded for applying reading skills in understanding,
analysis and evaluation to questions on one passage.

This question paper has one section.

Candidates are required to read and understand one unseen non-fiction text. A series of
questions will focus on their understanding, analysis and evaluation skills.

This question paper gives candidates the opportunity to demonstrate some of the
following skills:

 understanding of the writer’s ideas by re-casting ideas from the passage in candidates’
own words
 understanding of vocabulary in context
 analysis of language (word choice, figurative language, sentence structure, punctuation,
text structure — opening, conclusion, linkage, etc)
 evaluation of the writer’s techniques or the overall impact of the text
 inferring meaning
 summarising: candidates demonstrate their understanding of the writer’s ideas through
identifying and isolating key points or main ideas

The following main command words are generally used in this question paper:

 explain (why): used to assess understanding of a writer’s ideas (always followed by

‘in your own words’)
 explain (how): used to assess the skills of analysis
 identify: used to assess the skill of summarising (identifying the main points or ideas)

Setting, conducting and marking the question paper

This question paper is set and marked by SQA, and conducted in centres under conditions
specified for external examinations by SQA. Candidates complete this question paper
in 1 hour.

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Critical Reading 40 marks
The purpose of this question paper is to assess the application of candidates’ critical reading
skills and their knowledge and understanding of previously-studied literary, media or
language texts, including the work of at least one Scottish writer from the prescribed list.

This question paper has two sections. Candidates must select two different genres and
cannot use the same text twice.

20 marks are available for each of the two sections.

Section 1 Scottish texts (20 marks)

Candidates apply their skills of understanding, analysis and evaluation to previously-studied
Scottish texts from the prescribed list. This list can be found on the English subject page.
These texts are contemporary, 20th century and pre-20th century, and cover the genres of
drama, prose and poetry. The list will be refreshed as required. An extract from each writer is
provided (with poetry this will be the whole poem, where possible). Candidates select an
appropriate extract (or whole poem), and answer questions.

This section of the question paper gives candidates the opportunity to demonstrate some of
the following skills:

 summarising: candidates show understanding of the writer’s ideas, narrative events or

characterisation through summarising/explaining using their own words
 analysis of language (word choice, figurative language, sentence structure, punctuation,
text structure — opening, conclusion, etc)
 analysis of how a writer achieves a particular effect or mood or atmosphere, etc
 analysis of overall text structure
 inferring meaning from what is implied by the writer
 evaluation of overall impact of the text, or the writer’s techniques
 understanding and analysis of the remainder of the text or other texts

The following command words are generally used in section 1 of this question paper:

 identify or summarise: candidates are required to identify and isolate a writer’s key
points/key narrative events, etc. Candidates are instructed to use their own words
 explain: candidates are required to demonstrate understanding of eg characterisation,
narrative, theme or to analyse a writer’s use of language (eg word choice, figurative
language, sentence structure, punctuation, sound, etc)
 show: candidates are asked to show how the writer explores a given topic, or uses a
literary or linguistic technique, across more than one poem/short story, or a longer text in
its entirety

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Section 2 Critical essay (20 marks)
Candidates apply their understanding, analysis and evaluation skills to previously-studied
texts from the following genres: drama, prose, poetry, film and TV drama, and language, by
writing a critical essay in response to one question from a choice of two.

Candidates must choose a different genre from the one selected for section 1. Candidates
will gain credit for their knowledge and understanding of the text, their skills in analysis and
evaluation, and their construction of a line of thought. The essay should be relevant to the
question throughout, and should achieve minimum requirements for technical accuracy, ie
paragraphing, sentence construction and punctuation should be sufficiently accurate so that
meaning is clear at first reading; writing may contain errors, but these will not be significant.

The following main command words are generally used in section 2 of this question paper:

 describe and explain

 show how
 explain how
 explain and evaluate

All of the above command words invite candidates to demonstrate their skills of
understanding, analysis, and evaluation. Each question includes the instruction: ‘by referring
to appropriate techniques’, which serves as a reminder for candidates of the need to
demonstrate skills of analysis.

In the language questions, candidates are asked to refer to ‘specific examples’ of language
from their studies in this genre.

Setting, conducting and marking the question paper

This question paper is set and marked by SQA, and conducted in centres under conditions
specified for external examinations by SQA. Candidates complete this question paper
in 1 hour 30 minutes.

Specimen question papers for National 5 courses are published on SQA’s website. These
illustrate the standard, structure and requirements of the question papers candidates sit. The
specimen papers also include marking instructions.

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Course assessment structure: portfolio–writing
Portfolio–writing 30 marks
The purpose of this portfolio–writing is to provide evidence of candidates’ skills in writing for
two different purposes: one broadly creative, and one broadly discursive.

The portfolio has 30 marks (30% of the total mark). 15 marks are awarded for each piece of
writing within the portfolio.

The portfolio requires candidates to produce two different texts: one text will be broadly
creative; one text will be broadly discursive.

The candidate will produce the portfolio independently, but the teacher or lecturer will support
the candidate to choose the focus, theme and genre of the pieces of writing.

Portfolio–writing overview
The candidate will produce two pieces of writing for the portfolio drawn from the genres
identified in group A and group B.

One should be drawn from group A and one from group B.

Group A — broadly creative, eg:

 a personal essay/reflective essay

 a piece of prose fiction (eg short story, episode from a novel)
 a poem or set of thematically linked poems
 a dramatic script (eg scene, monologue, sketch)

Group B — broadly discursive, eg:

 a persuasive essay
 an argumentative essay
 a report
 a piece of transactional or informative writing

Setting, conducting and marking the portfolio–writing

The portfolio–writing is:

 set by centres within SQA guidelines

 conducted under some supervision and control

The portfolio is submitted to SQA for external marking. All marking is quality assured
by SQA.

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Assessment conditions
Time
Candidates should be given the opportunity to demonstrate their writing skills at the most
appropriate time in the course. That is, when their writing skills have reached the level of
development and maturity required for National 5 English. There is no time limit for this
coursework, and the two pieces of writing can be gathered from across a period of time.

Supervision, control and authentication

The final writing of both pieces must be conducted under some supervision and control. This
means that, although candidates may complete part of the work outwith the learning and
teaching situation, teachers or lecturers must put in place processes for monitoring progress
to ensure that the work is the candidate’s own, and that plagiarism has not taken place.
However, this need not entail formal, timed, and closely supervised conditions, but at all
stages of the preparation for and the production of the piece there must be careful monitoring
to ensure that it is entirely the candidate’s work.

It is important that confidence in the authenticity of a candidate’s work is established before

the finished piece is handed in, as this may be more difficult at the point of hand-in. It is
unrealistic to expect teachers or lecturers to be able to identify all potential instances of
plagiarism, and this is why the final responsibility rests with the candidate to confirm that the
pieces are genuinely their own work. Having the candidate present at the time of compilation
is therefore a key step in the authentication process.

The portfolio–writing is a final summative assessment and when a candidate begins the
process of drafting their pieces of writing this must be under the direct supervision of their
teacher or lecturer. At this point, no other person can be involved in the discussion or review
of the candidate’s work.

Where there is doubt over the authenticity of a piece of writing it must not be accepted for
portfolio submission.

Mechanisms to authenticate candidate evidence could include:

 regular checkpoint/progress meetings with candidates

 checklists which record activity/progress
 asking candidates to provide an annotated bibliography (writing a sentence or two about
the usefulness of a source, for example, can remind candidates of where their
information/ideas came from)
 making sure that candidates know exactly what is required for the portfolio, and that they
have read and understood the SQA booklet Your Coursework

Resources
There are no restrictions on the resources to which candidates may have access. Depending
on the task, or purpose of the writing, it may be appropriate for candidates to conduct
research online or by referring to print publications. Alternatively, candidates may produce
work which is personal or imaginative in nature and relies on no external resources.

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Candidates must acknowledge all sources consulted. Any sources consulted for discursive
writing must be acknowledged in footnotes or in a list at the end of the piece: details must be
specific.

Reasonable assistance
The candidates should take the initiative in the planning, management and completion of the
task. However, the teacher or lecturer may support the candidates in the planning and
preparation of the pieces. Reasonable assistance may be given in general terms to a group
or class (eg advice on the finding of information, etc), or may be given to candidates on an
individual basis.

The term ‘reasonable assistance’ is used in recognition of the need to support candidates
through this task; however, care should be taken by teachers and lecturers to avoid too much
intervention. If candidates require more than what is deemed to be ‘reasonable assistance’
they may not be ready for assessment, or it may be that they have been entered for the
wrong level of qualification.

The teacher or lecturer should read and provide feedback on one draft of a piece of writing
before submission. Candidates should be given the opportunity to improve on a first draft
following consideration of this feedback. Candidates should then submit their final piece.

Once candidates have submitted their evidence, this must not be changed by either the
teacher or candidate.

It is acceptable for a teacher or lecturer to provide:

 an initial discussion with the candidate on the selection of a topic, theme, genre,
leading to an outline plan
 written or oral feedback on one draft of writing

It is not acceptable for a teacher or lecturer to provide:

 model answers which are specific to a candidate’s task

 specific advice on how to re-phrase wording
 key ideas, or a specific structure or plan
 corrections of errors in spelling and punctuation
 feedback on more than one draft of writing

Evidence to be gathered
The following candidate evidence is required for this assessment:

 one piece of writing which is broadly creative

 one piece of writing which is broadly discursive

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Volume
The written texts produced by the candidates must be of no more than 1,000 words each, but
full marks can be achieved in a shorter piece, if appropriate to purpose (eg poetry). There is
no minimum word count. If the word count exceeds the maximum by more than 10%, a
penalty will be applied.

Portfolio–writing marking instructions

In line with SQA’s normal practice, the following marking instructions are addressed to the
external marker. They will also be helpful for those preparing candidates for course
assessment.

General marking principles for National 5 English: portfolio–writing

This information is provided to help you understand the general principles you must apply
when marking candidates’ submissions for this portfolio–writing. These principles must be
read in conjunction with the detailed marking instructions, which identify the key features
required in candidate responses.

a Marks for each candidate response must always be assigned in line with these general
marking principles and the detailed marking instructions for this assessment.
b Marking should always be positive. This means that, for each candidate’s response,
marks are accumulated for the demonstration of relevant skills, knowledge and
understanding: they are not deducted from a maximum on the basis of errors or
omissions.
c The candidate’s writing will be marked in terms of content and style.
d Assessment should be holistic. There will be strengths and weaknesses in every piece of
writing; assessment should focus as far as possible on the strengths, taking account of
weaknesses only when they significantly detract from the overall performance. Marks
should be awarded for the quality of the writing, and not deducted for errors or omissions.
Writing does not have to be perfect to gain full marks.

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Detailed marking instructions for National 5 English: portfolio–writing
Assessors should assess the piece in terms of content and style and arrive at a final mark.
The descriptors for awarding marks for content and style refer to the middle of the range.

For each of the essays, the marker should select the band descriptor that most closely
describes the piece of writing.

Once the best fit has been decided, then:

 where the evidence almost matches the level above, the highest available mark from the
range should be awarded
 where the candidate’s work just meets the standard described, the lowest mark from the
range should be awarded
 otherwise the mark from the middle of the range should be awarded

Satisfactory technical accuracy is a requirement for the piece to meet the minimum
requirements for the 9–7 band. Writing may contain errors, but these will not be significant.
Paragraphing, sentence construction, spelling and punctuation should be sufficiently
accurate so that meaning is clear at the first reading.

The following tables for each genre of writing should be used in helping assessors arrive
at a mark.

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Writing which is broadly creative
15–13 12–10 9–7 6–4 3–1
Creative:  attention to purpose  attention to purpose  attention to purpose  attention to Writing pieces in this
content and audience is and audience is and audience is purpose and category are likely to be
consistent consistent in the reasonably well audience is not very rare and would be
main sustained always sustained characterised by one or
As appropriate to more of the following:
genre: As appropriate to As appropriate to As appropriate to
 the piece displays genre: genre: genre:  weak attention to
very good creativity  the piece displays  the piece shows  the piece has a purpose and audience
 feelings/reactions/ good creativity some creativity little evidence of  very thin content
experiences are  feelings/reactions/  feelings/reactions/ creativity  no attempt at using
expressed/explored experiences are experiences are  experiences are language effectively
with a very good expressed/explored explored with a expressed, but  brevity of response
degree of self- with a good degree sense of involvement not always  irrelevance
awareness/ of self-awareness/ convincingly
involvement/ involvement/
insight/sensitivity insight/sensitivity
Creative:  features of the  features of the  features of the  there is an attempt
style chosen genre are chosen genre are chosen genre are to deploy the
deployed effectively deployed, mostly deployed with a features of the
 language is varied successfully degree of success chosen genre
and often used to  language is apposite  language is effective  language lacks
create particular and used at times to in the main variety
effects create an effect  structure of the piece  structure of the
 structure of the piece  structure of the piece is appropriate to piece is not
enhances the supports the purpose/meaning appropriate to
purpose/meaning purpose/meaning purpose/meaning
 significant errors
in sentence
construction/
paragraphing/
spelling

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Writing which is broadly discursive
15–13 12–10 9–7 6–4 3–1
Discursive:  attention to purpose and  attention to purpose  attention to purpose  attention to purpose Writing pieces in this
content audience is consistent and audience is and audience is and audience is not category are likely to
 information shows consistent in reasonably well always sustained be very rare and
evidence of careful the main sustained  information shows a would be
research, is presented  information shows  information shows little relevant characterised by
to maximise impact and evidence of relevant evidence of some research but is not
one or more of the
is sequenced to research and is research and is always presented in a
highlight key points presented in a clear presented in a clear manner that following:
 ideas/techniques sequence sequence enhances meaning
deployed to  ideas/techniques  ideas/techniques  ideas/techniques  weak attention to
inform/argue/discuss/ deployed to deployed to used to inform/argue, purpose and
persuade have a very inform/argue/ inform/argue/ discuss/persuade are audience
good degree of discuss/persuade discuss/persuade not always convincing  very thin content
objectivity/depth/ have a good degree convey a line of and the line of  no attempt at
insight/persuasive force of objectivity/ thought/stance/ thought is not using language
and are used to convey depth/insight/ point of view consistently clear effectively
a clear line of persuasive force and  brevity of
thought/appropriate are used to convey a response
stance/point of view clear line of  irrelevance
thought/stance/point
of view
Discursive:  features of the chosen  features of the  features of the  there is an attempt to
style genre are deployed chosen genre are chosen genre are deploy the features of
effectively deployed, mostly deployed with a the chosen genre
 language is varied and successfully degree of success  language lacks variety
often used to create  language is apposite  language is  structure of the piece
particular effects and used at times to effective in the main is not appropriate to
 structure of the piece create an effect  structure of the purpose/meaning
enhances the  structure of the piece piece is appropriate  significant errors in
purpose/meaning supports the to purpose/meaning sentence construction/
purpose/meaning paragraphing/spelling

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Course assessment structure: performance–spoken
language
The purpose of this performance–spoken language is to provide evidence of the candidates’
skills in talking and listening. This performance, which is part of course assessment, is
assessed on an achieved/not achieved basis. It is a compulsory requirement for a course
award in National 5 English.

The spoken language performance comprises the skills of talking and listening. There are
four aspects to the spoken language performance, and candidates must achieve them all.
These are:

 employs detailed and relevant ideas and/or information using a structure appropriate
to purpose and audience
 communicates meaning effectively through the selection and use of detailed
spoken language
 uses aspects of non-verbal communication
 demonstrates listening skills by responding to detailed spoken language

In this assessment candidates have to do at least one of the following spoken

language activities:

 Take part in a group discussion, or discussion-based activity, to which they contribute

relevant ideas, opinions, or information, using detailed language. Candidates must take
account of the contributions of others and stay focused on the topic or task.
 Prepare and present a presentation. The presentation must be detailed in content, and
must be structured in a clear and relevant way. Candidates must answer questions from
the audience at some point in the presentation.

Setting, conducting and marking the performance–spoken language

The performance–spoken language is:

 set by centres within SQA guidelines

 conducted under some supervision and control

Evidence generated by the assessment task will be internally assessed and verified by
centre staff in line with SQA marking instructions. The assessment task will be externally
verified by SQA. Separate information will be given on arrangements for submission of
evidence for external verification purposes.

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Assessment conditions
Time
Candidates should be given the opportunity to demonstrate their skills in talking and listening
at the most appropriate time in the course. That is when their skills have reached the level of
development and maturity required for National 5 English. Please note that ‘performance’
should not be taken as necessarily implying just one assessment occasion. A holistic
judgement can be made on a candidate’s performance based on a series of spoken
language activities. There is no time limit for this coursework.

Supervision, control and authentication

The assessment should be conducted under some supervision and control. It is important
that the assessment environment suits the purpose and nature of the spoken language, as
well as the needs of each candidate.

Resources
There are no restrictions on the resources to which candidates may have access.
Candidates may produce a presentation or visual aids and may refer to notes or prompts, as
appropriate to purpose and audience.

Reasonable assistance
The teacher or lecturer may support the candidate in topic selection, planning and
management of the task. Reasonable assistance may be given in general terms to a group
or class (eg choice of topic, advice on the finding of information, choice of stimulus texts,
etc), or may be given to candidates on an individual basis.

The term ‘reasonable assistance’ is used to try to balance the need for support with the need
to avoid giving too much assistance. If any candidates require more than what is deemed to
be ‘reasonable assistance’, they may not be ready for assessment or it may be that they
have been entered for the wrong level of qualification.

It is acceptable for a teacher or lecturer to provide:

 an initial discussion with the candidate on the selection of a topic, theme, texts,
materials, etc leading to notes or preparation for a discussion or presentation
 some prompting during a discussion or presentation
 questioning during a discussion or presentation in order to elicit evidence of
listening skills

It is not acceptable for a teacher or lecturer to provide:

 suggested responses which are specific to a candidate’s task

 key ideas, or a specific structure or plan
 excessive prompting during a presentation or discussion

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Evidence to be gathered
The following candidate evidence is required for this assessment:

 a detailed checklist which should be retained by centres for verification purposes

and/or

 a video recording of candidate performance. This may be useful for internal moderation
and/or staff development, and would also be acceptable for the purposes of verification
as an alternative to, or in addition to, a detailed checklist

Volume
There is no stipulation as to the length of the spoken language performance.

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Performance–spoken language marking instructions
In line with SQA’s normal practice, the following marking instructions are addressed to the
teacher or assessor.

General assessment principles for National 5 English: performance–spoken language

This information is provided to help understanding of the general principles that apply when
assessing candidate performance. These principles must be read in conjunction with the
detailed marking instructions, which identify the key features required in candidate
performance.

a Judgements on performance must always be made in line with these general marking
principles and the detailed marking instructions for this assessment.
b The candidate’s performance will be assessed in terms of the following aspects of
performance: deployment of detailed and relevant ideas/information, selection and use
of detailed spoken language, use of non-verbal communication, responses to
detailed spoken language.
c For each candidate the assessor should select the descriptions of performance from the
detailed marking instructions which most closely describe the evidence.
d Assessment should be holistic. There will be strengths and weaknesses in every
performance; assessment should focus as far as possible on the strengths, taking
account of weaknesses only when they significantly detract from the overall performance.
e On any one occasion, candidates may display ability across both ‘Achieved’ and
‘Not achieved’ descriptors. It is important for assessors to remember that a holistic
judgement can be made on a candidate’s performance based on a series of spoken
language activities.

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The four aspects of performance
1 Employs detailed and relevant ideas and/or information using a structure appropriate
to purpose and audience.

This could be broken down into three essential elements, all of which should be
achieved by the candidate:

 The content could include ideas, opinions, reactions, information or be based on

personal experience and must be detailed.
 Structure will vary depending on the type of performance (presentation or group
discussion), and on audience and purpose. A presentation should have a clear
introductory section, a sequenced body of content, and a suitable conclusion. In
group discussion, structure might involve taking turns, acknowledging the chair
(where appropriate), summarising, challenging, developing the views of others, etc.
 Relevance to task, topic, purpose and audience should be maintained throughout.

2 Communicates meaning effectively through the selection and use of detailed

spoken language.

This could be broken down into two essential elements, both of which should be achieved
by the candidate:

 Choice and use of vocabulary, register, etc will be appropriate to the purpose and
audience, and will allow for the effective communication of meaning.
 Clarity and accuracy (in terms of the use of language structures) will be sufficient to
ensure that effective communication takes place.

3 Uses aspects of non-verbal communication.

 Non-verbal communication will be used by the candidate to assist communication

and/or meaning, for example, for emphasis, to indicate agreement, etc.

Please note that assessors should accept a wide and inclusive definition of what
constitutes non-verbal communication.

4 Demonstrates listening skills by responding to detailed spoken language.

 Here, listening is the focus. Assessors should judge a candidate’s performance in

listening from the relevance/appropriateness of the candidate’s responses to a group
discussion, or from the relevance/appropriateness of the candidate’s responses to
questioning in, for example a presentation. Again, a holistic approach should be taken
when making an assessment judgement.

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Detailed marking instructions for National 5 English: performance–spoken language
All aspects of performance, as stated in the left-hand column, must be met by candidates if
they are to achieve the National 5 English performance–spoken language. Acceptable
performance is described in more detail in the ‘Achieved’ column.

Please note that group discussion is defined as a discussion involving the candidate and at
least one other person. The other person could be the teacher or assessor.

Aspect of performance Achieved Not achieved

Employs detailed and Content Content
relevant ideas and/or  can contribute a range of  ideas/views/opinions/
information using a detailed and relevant information lack detail and/or
structure appropriate ideas/views/ relevance
to purpose and opinions/information —
audience contributions could be made
through a presentation, a
group discussion, or a series
of discussion-based
activities
Structure Structure
 spoken language is  structure is not effective,
structured effectively, and, and, where appropriate,
where appropriate, takes does not take account of the
account of the contributions contribution of others
of others
Relevance Relevance
 attention to task, purpose  attention to task, purpose
and audience is sustained and audience is not
throughout the presentation, sustained
group discussion or series of
discussion-based activities

Communicates Choice and use of language Choice and use of language

meaning effectively  can select and use detailed  spoken language selected
through the selection spoken language that is and used is not detailed
and use of detailed appropriate to purpose and and/or is not appropriate to
spoken language audience purpose and audience

Clarity and accuracy Clarity and accuracy

 can employ appropriate  spoken language employed
spoken language with is unclear, and/or not
sufficient clarity and sufficiently accurate to
accuracy to ensure that ensure that communication
effective communication is is achieved
achieved

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Aspect of performance Achieved Not achieved
Uses aspects of non-  can employ appropriate non-  non-verbal communication is
verbal communication verbal features to assist not employed
communication and/or
meaning. These might
include, for example: facial
expression, emphasis,
gesture, eye contact, etc

Demonstrates listening  can give relevant responses  does not respond relevantly
skills by responding to to the contributions of others to others in group
detailed spoken in group discussions or in a discussions
language series of discussion-based
activities

OR OR

 can respond relevantly to  does not respond relevantly

questions which follow, for to questions which follow a
example, a presentation presentation

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Grading
A candidate’s overall grade is determined by their performance across the course
assessment. The course assessment is graded A–D on the basis of the total mark for all
course assessment components.

Grade description for C

For the award of grade C, candidates will typically have demonstrated successful
performance in relation to the skills, knowledge and understanding for the course.

Grade description for A

For the award of grade A, candidates will typically have demonstrated a consistently high
level of performance in relation to the skills, knowledge and understanding for the course.

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Equality and inclusion
This course is designed to be as fair and as accessible as possible with no unnecessary
barriers to learning or assessment.

For guidance on assessment arrangements for disabled candidates and/or those with
additional support needs, please follow the link to the assessment arrangements web page:
www.sqa.org.uk/assessmentarrangements.

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Further information
The following reference documents provide useful information and background.

 National 5 English subject page

 Assessment arrangements web page
 Building the Curriculum 3–5
 Design Principles for National Courses
 Guide to Assessment
 SCQF Framework and SCQF level descriptors
 SCQF Handbook
 SQA Skills Framework: Skills for Learning, Skills for Life and Skills for Work
 Coursework Authenticity: A Guide for Teachers and Lecturers
 Educational Research Reports
 SQA Guidelines on e-assessment for Schools
 SQA e-assessment web page

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Appendix: course support notes
Introduction
These support notes are not mandatory. They provide advice and guidance to teachers and
lecturers on approaches to delivering the course. They should be read in conjunction with
this course specification and the specimen question paper and/or coursework.

Developing skills, knowledge and understanding

This section provides further advice and guidance about skills, knowledge and understanding
that could be included in the course. Teachers and lecturers should refer to this course
specification for the skills, knowledge and understanding for the course assessment. Course
planners have considerable flexibility to select coherent contexts which will stimulate and
challenge their candidates, offering both breadth and depth.

The following provides a broad overview of the subject skills, knowledge and understanding
developed in the course:

 the development of key communication and literacy skills in reading, writing, talking
and listening
 understanding, analysis and evaluation of detailed texts in the contexts of literature,
language and media, including Scottish literature
 the production of detailed texts in a range of contexts
 knowledge and understanding of language

Communication and literacy skills

The acquisition and development of communication and literacy skills should be fundamental
to the course in National 5 English. To address the development of these skills, many of the
teaching and learning activities chosen will be inter-related. There will be a cross-over of
skills, and candidates should be encouraged to make connections in their learning across
different aspects of the course. For example, it is very likely that work around the study of a
Scottish writer for the Critical Reading question paper may well involve activities that would
provide assessment evidence for the spoken language component. Similarly, an exercise
which requires the close and careful reading of a Scottish text will likely contribute towards
the development of the key skills required for the Reading for Understanding, Analysis and
Evaluation (RUAE) question paper.

Understanding, analysis and evaluation

Development of the key reading skills of understanding, analysis and evaluation should be a
principal focus of the course.

Candidates should aim to demonstrate their understanding of a text by identifying, isolating

and explaining in their own words, key ideas, information, points of view, etc.

Analysis involves the breaking down of the text into parts, and then looking closely at how
the parts operate, thereby showing a greater understanding of how the text operates as a
whole. For a poem, it is reasonable to carry out a line-by-line examination of significant

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aspects of word choice, metaphor, sound, etc; however, it would not be fruitful or appropriate
to take apart a novel or play in the same way. The scope of a novel or play is simply too
large for this approach to be meaningful. Here, it would be more logical to divide the whole
novel or play into larger parts, for example narrative, character, key scene or episode,
setting. It is important to note that this analytical treatment should not detract from a holistic
appreciation of the text as a whole. It should also be remembered that a writer aims to create
a seamless work, not a framework of parts.

Evaluation requires candidates to engage fully with the texts that they are studying.
Candidates should be in a position to provide an articulation of the impact of a text (or parts
of it), or a judgement on its effectiveness in terms of purpose.

The production of detailed texts in a range of contexts

Candidates should be encouraged to write in different contexts and for varying purposes. It is
important to provide them with the opportunity to apply the skills they have learned
throughout the course. The requirement is to produce one broadly creative piece and one
broadly discursive piece for the portfolio–writing; however, several explorations could be
made across types and genres before selection is made for the portfolio–writing submission.

Candidates should learn the skills and techniques necessary for the production of critical
essays: significantly, the development of a line of thought which addresses and answers a
specific question and is sustained across an extended piece of writing.

Candidates should apply the talking and listening skills that they have learned by taking part
in discussions or delivering presentations. The production of spoken language texts in the
form of presentations or discussions are both valid course assessment activities. It is
important to note that there is no requirement for candidates to conduct individual
presentations for the purposes of assessment, it is acceptable to restrict spoken language
assessment activities to discussion-based tasks only.

Knowledge and understanding of language

Knowledge and understanding of language involves candidates becoming better skilled and
equipped in the use of language for the purposes of their own written and spoken
expression, and also takes the form of an exploration of the language which is specific to the
texts they are studying in preparation for the Critical Reading question paper. The production
of their own texts will see candidates applying their knowledge and understanding of how
detailed language is used by writers across various types, genres and purposes. Candidates
are required to have some knowledge of the main ways in which language works, for
example:

 the ways in which sentences are constructed and punctuated

 how words and expressions can have denotative meaning and connotative meaning
 the main principles and patterns of spelling
 how structure and style can be used for meaning and effect
 how language can be manipulated for different purposes
 the significance of register in both written and spoken language
 the ways in which spoken language differs from written language

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 the use of listening skills in order to frame responses to questions, and to make effective
contributions to discussions
 aspects of non-verbal communication

It is anticipated that the study of the ways in which language works would operate as part of
teaching and learning in other aspects of the course, rather than as a stand-alone element.
However, direct treatment of these aspects may be appropriate where needed. Of course,
language exploration need not stop here. Other areas worthy of study might include
etymological considerations, the sound of words, Scots language, regional dialects and
variations, how English is used in different cultures, etc.

Approaches to learning and teaching

The National 5 English course is concerned with the language used by candidates in their
learning, language which is useful to candidates outwith the classroom, and language that
they use in everyday life. The aim of the course is to build on prior language and literacy
learning, and to improve candidates’ use of language. On completion of the course,
candidates should able to deal with and use language which is detailed in nature.

In terms of course planning, there is considerable choice available in order that teachers or
lecturers have sufficient freedom to decide on teaching and learning approaches which best
suit their candidates.

Reading is central to all English courses, and reading for enjoyment as a life skill should be
promoted. Regular reading provides opportunities to broaden candidates’ intellectual,
emotional, social and political horizons. The use of some self-selection of texts, peer
recommendations, etc could help to encourage pleasure in reading, and contribute to the
development of a positive attitude towards reading.

The Scottish texts section of the Critical Reading question paper gives candidates the
opportunity to explore the literature of Scotland through the study of the work of at least one
Scottish writer. Learning about Scotland and Scottish culture will enrich the candidates'
learning experience and help them to develop the skills for learning, life and work they will
need to prepare them for taking their place in a diverse, inclusive and participative Scotland,
and beyond.

For the critical essay, there is free choice in the selection of texts. Openness here balances
the prescription of the Scottish text section. Teachers and lecturers should consider a wide
range of literature/media/language and take account of the needs of their candidates when
making selections. While it is accepted that certain texts are popular for this level (eg Of Mice
and Men, Lord of the Flies, Macbeth, An Inspector Calls, A View from the Bridge) it is not the
intention that there should be ‘National 5’ texts per se. Candidates can be introduced to a
wide range of texts and take from them what they can at their own stage of learning
and maturity.

When considering the selection of texts, teachers should weigh up the scope for developing
and demonstrating skills of analysis in a critical essay, and have in mind the personal, social,
emotional, and developmental needs of their candidates. An important function of literature
is, of course, its ability to widen the reader’s intellectual and emotional experience. Texts

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should also be chosen with this in mind, together with possible progression to Higher
English, and to further and higher education.

It is important to emphasise the significance of thinking skills to success in National 5

English. Candidates should be given the freedom and opportunity to think for themselves.
All course assessment components require candidates to think, for example:

 dealing with an unseen passage of reading in RUAE question paper

 dealing with the literature they have read while responding to questions in the Critical
Reading question paper
 thinking through issues as part of discursive writing for the portfolio–writing
 thinking about ideas raised as part of a discussion in the performance–spoken language

It is also important to emphasise the necessity of providing opportunities for the application of
skills which have been learned during the course. Teaching and learning results in the
acquisition of important skills, and it is through assessment that we see, and measure,
their application.

Preparing for course assessment

Question paper: Reading for Understanding, Analysis and Evaluation
Reading for Understanding, Analysis and Evaluation (RUAE) is reading closely. It requires
candidates to pay close attention to both ideas and language in their reading. The
importance and value of wide reading in preparation for RUAE cannot be stressed too
strongly.

The RUAE passages are taken from non-fiction sources, often from newspapers, and it is
recommended that candidates become familiar with this type of writing. A wide range of
types should be tackled, including writing which is discursive, persuasive, didactic,
argumentative, personal, reflective, serious, humorous, etc. Candidates could be asked to
source and then to share articles of sufficient linguistic complexity. Discussion of main ideas
and writers’ use of language could then follow. In this way the spoken language component
could be integrated into teaching and learning approaches for RUAE.

When reading in preparation for RUAE, candidates should be asking themselves the
following questions:

 What are the writer’s main ideas?

 Which language techniques are used to get these ideas across?

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Further questions will follow:

 What is the writer trying to do with this piece of writing?

 Is the intention to persuade you of something?
 Or, is it to provoke some kind of reaction?
 How did you respond to it?
 Did it make you laugh?
 Were you sad, angry, etc?
 What impact did the writing have on you?
 Was it effective?

Candidates should aim to isolate main ideas, trying to separate these from examples,
expansion, anecdote, etc. Candidates should be able to identify, isolate, extract, and render
into their own words a writer’s key ideas from reasonably large sections of the passage.

The practice of using a dictionary to explore the origins and definitions, core meanings and
sub-senses of words should be encouraged, along with the skill of how to come to meanings
by recognising stems and roots. The skill of vocabulary in context should be fostered: how
meaning can be worked out from the surrounding context. Candidates should be encouraged
to take on the challenge posed by unfamiliar vocabulary; that is, not being defeated or put off
by it. Similarly, there is the skill of being able to identify which words are central to
understanding the ideas of the passage, and which are not.

Candidates should develop confidence in their knowledge of common language techniques,

for example word choice, sentence structure, metaphor, punctuation, tone, contrast. In the
RUAE question paper, questions might point to specific language features (for example word
choice or sentence structure) or might give candidates the opportunity to make their own
decisions as to which technique(s) to discuss by referring to the writer’s use of language.
Questions always specify the number of examples which a response should deal with.
Candidates should be able to provide analytical comments which focus on and accompany
identified examples of a writer’s use of language. It should be noted that, at National 5,
marks for questions requiring the skill of analysis are awarded on the basis of 1 mark for a
correct identification of a relevant reference, and 1 mark for an appropriate analytical
comment.

Candidates should be aware of, and be able to recognise, common patterns of structure
within pieces of writing. They should be able to comment on how paragraphs are linked, and
the effectiveness of opening and/or concluding sections, or paragraphs.

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Question paper: Critical Reading
This question paper has two sections. For section 1, Scottish texts, candidates must study at
least one of the Scottish writers from the set list. This list is refreshed as required. For section
2, critical essay, there are no restrictions on text selection. This allows for personalisation
and choice across literature, film and TV drama, and language texts.

Candidates should explore the techniques of writing, in particular the writing techniques
specific to the writers and texts studied as part of the course. This will allow them to conduct
analysis of the techniques of writers studied, and will also nurture the growth and application
of their own writing skills as required for the portfolio–writing. Candidates should be
encouraged to explore the complexities of connotative, metaphorical language, and how it
deepens meaning and effect.

In their responses for the Critical Reading question paper, candidates are required to make
reference to the texts which they have studied. A reference does not have to take the form of
a quotation. A reference might be:

 a summary of what a character in a play, novel or short story has said

 a summary of an important event or a moment
 an aspect of conflict
 a description of aspects of setting, or comments on characterisation, eg a character’s
mental state or feelings

There is, of course a place for actual quotation in, for example drama where analysis of a
speech or dialogue might reveal key aspects of characterisation, the use of dramatic irony for
thematic purposes, etc. In poetry there will likely be words, and/or expressions where
detailed analysis is required of word choice, use of metaphor, sound, etc. This approach
might also be appropriate for the analysis of short stories.

Candidates should be encouraged to evaluate the impact of reading the texts they have
studied. They might want to consider whether the impact was overall, or confined to certain
sections of the text(s).

Section 1 Scottish texts

When candidates are studying the texts of their chosen Scottish writer, they should be on the
lookout for connections between short stories and poems, or between parts of a longer text.
These connections may take the form of central concerns or themes, or may be aspects of a
writer’s techniques, including characterisation, setting, word choice, imagery, etc.

While preparing for the final question in this section, candidates should be aware that they
will be required to make a connection between the printed extract or poem, and at least one
other poem or short story or part of a larger work. They must be able to show how this
connection operates in the printed extract, and elsewhere. To do this effectively, candidates
will have to make detailed references.

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There are opportunities here to incorporate discussion-based activities. If, for example a
study is being made of the work of a poet, a group discussion could be used to explore
further poems from the list, following initial, more teacher-led work from the first group of
poems. There could be group annotation, or collaborative annotation of poems, with groups
being asked to look at writers’ techniques or central concerns, or key features of the text(s).
Approaches like these could serve to foster greater independence of learning.

Section 2 Critical essay

When writing a critical essay, candidates must remember they are writing in response to a
question which directs them to a specific purpose. It is important that candidates aim to
construct and communicate a line of thought in their critical essay. The line of thought must
be relevant to the question, and be structured in such a way that meaning is clear. Critical
essays must demonstrate knowledge and understanding of the text(s), and include analysis
of the writer’s techniques, and evaluation in the sense of the candidate showing what has
been gained from, or enjoyed about the text(s). Candidates must be aware that technical
accuracy is judged too, and that writing must be sufficiently accurate to access the full
range of marks.

All questions contain the expression ‘by referring to appropriate techniques’ in order to
remind candidates that they have to demonstrate their skills of analysis. It should be
remembered that a technique might be appropriate for drama, but not for poetry, etc and
candidates should know the difference:

 For drama, key techniques might be characterisation, key scene(s), structure, climax, plot,
conflict, setting, etc.
 For prose, the main techniques for exploration might be characterisation, setting,
language, key incident(s), climax, turning point, plot, structure, narrative technique,
description, etc.
 For poetry, techniques or features worthy of consideration might be word choice, tone,
imagery, structure, rhythm, rhyme, sound, etc.
 For film and TV drama, candidates should study important scenes or sequences from the
film or TV drama which they are studying, in addition to developing an awareness of the
work as a whole. They should also develop an understanding of key film and TV drama
aspects and techniques, such as: use of camera, key sequence, characterisation,
mise-en-scène, editing, setting, music/sound, special effects, plot, dialogue, etc.

In the language section of the Critical reading question paper, candidates are asked to deal
with actual examples of particular or specialised language use. Topics should be taken from
an area of language use which provides sufficient scope for understanding, analysis, and
evaluation. This could include the particular language used by groups (geographical, interest,
political, social, etc), the language of advertising, the language of politics, medicine, the law,
etc. ‘The language of groups’ should be viewed as a wide term of reference.

Analysis conducted should deal with actual examples of language use. Language features
to cover might include register, accent, dialect, slang, jargon, vocabulary, tone,
abbreviation, etc.

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Portfolio–writing
The portfolio–writing allows for the assessment of candidates’ ability in writing. The portfolio–
writing should be seen as the culmination of the teaching and learning of the skills of writing
conducted throughout the course. It represents the application of this learning. The teaching
and learning of writing skills can be integrated into the work of other aspects of the course.

All writing must show an awareness of structure. In its most simple form this involves an
opening, main body, and conclusion. However, more complex structures can produce
powerful effects in creative writing, and experimentation is to be encouraged.

Experimentation in terms of purposes, genres, and contexts is desirable in order that

candidates begin to discover types of expression best suited to their needs and
development. In work towards broadly creative writing, candidates should be encouraged to
make use of their imaginations, as a faculty, as part of the process, in the creation of written
artefacts, both for imaginative writing, and in their exploration of their own life experience.

When candidates are writing about their own experience, it has to be acknowledged that they
will approach this task with differing degrees of personal maturity or self-awareness. It is
acceptable and sufficient for candidates to deal with thoughts, feelings and reactions. There
is no necessity for a sense of distanced reflection to be present in the writing, unless it
happens to emerge naturally from a piece of writing, or if a candidate has the personal
maturity for that kind of expression. It should be stressed that it is the candidates’ ability in
writing that is assessed in the portfolio–writing.

There should be as much personalisation and choice offered to candidates regarding the
selection of topics as possible. If candidates are fully involved with their tasks and topics a
high level of engagement is generated, and this enhances the prospects of success.
Differentiation here largely comes from outcome, rather than being built into the task itself.

Discursive writing may be supported by discussion-based activities, particularly group

discussion on topics selected by candidates as part of independent learning. Discussion can
help to deepen candidates’ understanding of the issues they are investigating and exploring.
Discursive writing is typically a mixture of facts and opinions. Candidates should be
encouraged to include both in their own discursive writing. Discursive writing can include
personal aspects, but should not be too anecdotal. There should be as full an exploration of
the relevant arguments as possible.

Research for discursive pieces may well involve candidates reading pieces of professionally-
written non-fiction or news articles. A dual purpose can be achieved here as candidates may
have opportunities to improve their RUAE skills while preparing for the portfolio–writing.
Further cross-over may occur between discursive writing and the RUAE question paper as
candidates need to use their own words in the handling of ideas. Good study habits should
be promoted regarding the conducting of research in that all sources consulted must be
acknowledged and declared.

Much of the above is also true for pieces of writing which are information-based, such as
reports, blogs, open letters, and biographies. Pieces of writing which are primarily concerned
with conveying information are perfectly acceptable for portfolio–writing submission.

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Candidates should also be made aware of the word limit associated with National 5 English
portfolio–writing. The written texts must be of no more than 1,000 words each. This figure is
intended to be task appropriate for National 5 English. The skill of containing writing within
specified word limits will be invaluable for candidates, if/when they progress to learning for
Higher English, and in further or higher education.

A poem is to be treated in exactly the same way as any broadly creative piece. In terms of
length, brevity would be expected given the concentration of language that is characteristic of
poetry. The maximum length of 1,000 words also applies to poetry, but it may well be
significantly shorter. Only one poem is needed: there is no requirement to submit a group
of poems.

Writing in Scots can be submitted for both broadly creative, and broadly discursive pieces.

Advice on authenticity/plagiarism
The following comments are intended as advice only, and are not prescriptive.

Most candidates will know that taking (or purchasing) an essay from an internet site, or
submitting work that is not their own is plagiarism. It is also worth emphasising that the
following are also examples of plagiarism:

 copying and pasting from the internet without citing the source
 copying directly from a textbook without citing the source
 omitting quotation marks from quotations

Candidates’ portfolio–writing should be written in their own words, unless they are quoting
from a referenced source. If candidates are asked to explain what they mean by a certain
expression or sentence, they should be able to do so.

It is important that candidates understand that, when they sign the authentication statement
on the flyleaf, they are confirming that the work is their own and that any ideas or language
belonging to someone else are properly acknowledged.

Encouraging candidates to choose their own subject matter for pieces of writing not only
encourages personalisation, choice and independent learning, but also reduces the chances
of plagiarism between groups of candidates all tackling the same topic. For broadly
discursive writing, insisting on the use of at least one source written within the past year will
outdate most online essay bank materials.

A marked change in writing style can be an indicator of plagiarism, as can be a reliance on

non-UK sources (where these are clearly inappropriate). Using an advanced search in an
internet search engine, and enclosing suspect phrases in double quotation marks (“…”), will
ensure that pages with this particular sequence are returned.

The most effective way to help candidates avoid plagiarism is to spend time discussing the
issue (including the risks and pitfalls), and by teaching basic research skills along with the
teaching and learning of writing. A good starting point might be with the definition of

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plagiarism which is used by SQA: ‘Failing to acknowledge sources properly and/or submitting
another person’s work as if it were your own’.

Candidates should have read and understood the rules surrounding the construction of a
portfolio–writing, contained in the SQA booklet Your Coursework.

Performance–spoken language
Spoken language (talking and listening) is fundamental to English courses. Firmly
established teaching and learning approaches and contexts will generate assessment
evidence for the performance–spoken language. The integration of spoken language
assessment into work done in other areas of the course is encouraged. In this way, the
assessment of spoken language need not stand apart from the teaching and learning
process.

The core concerns of the teaching and learning of spoken language are the selection,
organisation, and presentation of detailed information, ideas, views, and language, together
with a full awareness of intended purpose and audience.

Discussion can be a hugely effective contributor to learning, and to the creative process in
general. Group discussion in which there are different perspectives can lead to highly
productive, creative interactions. For this reason, it is hard to predict the outcome or to
legislate for consistency of discussion (it being dependent on so many factors). Therefore, it
is important to remember that assessment evidence can be taken from a series of
discussion-based activities, or that the duration of the spoken interactions can be increased,
so all candidates have an equal opportunity to demonstrate their skills. Varying the
candidates in the group can change the group dynamics and help produce different
outcomes.

In discussion it is expected that talking and listening will play equal parts. Candidates will do
roughly as much talking as listening in group discussion situations. Candidates should learn
to recognise, to value, and to use techniques of non-verbal communication. These should be
seen as aids to communication, often used in place of a spoken word, or for emphasis.
Non-verbal aspects might include nodding, shaking of head, gestures, hand movements,
eye contact, varied pace, stress and intonation, etc.

Formal debates can be very effective in the development of spoken language skills. The
importance of turn-taking, and the skills of argument development, reasoned refutation, etc
are valuable tools for discussion. Teaching and learning activities associated with the drama
teaching can also contribute to the development of spoken language skills, for example role
play, or ‘hot seat’ techniques used to explore characterisation in literature.

Presentations might be conducted on an individual or group basis. Topics could be drawn

from, and links could be made to, work done towards broadly discursive writing for the
portfolio–writing. Question and answer sessions at the end of presentations will provide
evidence for the performance–spoken language, but could also help candidates to clarify
their thinking on ideas and/or evidence pertinent to their chosen issues or subjects.

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An understanding of the forms and varieties of spoken language can assist candidates with
their learning of other aspects of knowledge of language, for example register, dialect,
accent, tone.

Developing skills for learning, skills for life and skills

for work
Course planners should identify opportunities throughout the course for candidates to
develop skills for learning, skills for life and skills for work.

Candidates should be aware of the skills they are developing and teachers and lecturers can
provide advice on opportunities to practise and improve them.

SQA does not formally assess skills for learning, skills for life and skills for work.

There may also be opportunities to develop additional skills depending on approaches being
used to deliver the course in each centre. This is for individual teachers and lecturers
to manage.

The table below provides some suggested opportunities for how these skills can be further
developed in the course.

Skills for learning, skills for

Approaches for learning and teaching
life and skills for work
1 Literacy 1.1 Reading
This may be developed by activities that:

 involve fiction and information, or discursive texts

 use discussion to help candidates engage with texts
 identify the ideas within texts
 identify and explain the language techniques used by
a writer
Activities to support candidates to identify the ideas within
texts include:

 asking and answering questions

 comparing and contrasting
 sorting and sequencing
 summarising, clarifying and predicting
 text completion
Candidates also benefit from activities focusing on a
writer’s intended purpose.

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Skills for learning, skills for
Approaches for learning and teaching
life and skills for work
1.2 Writing
Candidates may be encouraged to plan their writing by:

 creating mind maps

 peer discussion where they consider the genre,
audience and purpose for their writing

Candidates’ writing will benefit from:

 discussing structure and layout

 building up sentences, by linking (using connectives)
 planning paragraphs
 considering register
 use of topic sentences
 developing vocabulary
 exploring the denotative and connotative meanings of
language
 developing technical skills in grammar, punctuation and
spelling
 using plans for writing

1.3 Listening and talking

Where appropriate, candidates should be encouraged to
use the language skills in real language situations.

In such situations, particularly drawn from life and work,

activities may involve:

 asking and answering questions

 taking part in group discussions
 planning and delivering an individual presentation
 listening for and making comparisons/contrasts
 summarising, clarifying and predicting
 exploring the ways in which spoken language differs
from written language

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Skills for learning, skills for
Approaches for learning and teaching
life and skills for work
5 Thinking skills 5.3 Applying
This is the ability to use existing information to solve a
problem in a different context, and to plan, organise and
complete a task that reflects what may be required by life
or work situations.

In order to do this in a supported way at this level,

candidates’ should be given the chance to work at
language tasks which are carefully staged and sequenced,
allowing them to work from what they know and to apply it
to different situations (writing for the portfolio, writing
critical essays, etc).

5.4 Analysing and evaluating

Whenever possible, candidates should be given the
opportunity to practise developing these skills in real
communicative contexts.

A range of texts is vital to developing analysing and

evaluating skills in reading in order to develop candidates’
awareness of such aspects as:

 writers’ purpose/theme/etc
 writers’ use of common language techniques (word
choice, sentence structure, figurative language,
punctuation, tone, contrast, etc)
 distinguishing fact and opinion
 discussing bias, balance and point of view
 impact of a text (or parts of a text)

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Useful websites
The below list may provide resources suitable for the National 5 English course.

 Scottish text list

 Scottish text list (from session 2018–19)
 SQA National 5 English past papers
 SQA Understanding Standards
 SQA National 5 English course report
 SQA English common questions
 Education Scotland (NQ resources for English)
 Scottish Poetry Library
 The Association for Scottish Literary Studies
 BBC Bitesize

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Administrative information

Published: July 2018 (version 2.1)

History of changes to course specification

Version Description of change Date

2.0 Course support notes added as appendix. August 2017

2.1 Minor changes made to ‘Assessment conditions’ section for the July 2018
portfolio–writing.

This course specification may be reproduced in whole or in part for educational purposes
provided that no profit is derived from reproduction and that, if reproduced in part, the source
is acknowledged. Additional copies of this course specification can be downloaded from
SQA’s website at www.sqa.org.uk.

Note: you are advised to check SQA’s website to ensure you are using the most up-to-date
version of the course specification.

© Scottish Qualifications Authority 2018

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