Our English Faculty is dedicated to nurturing the literacy and essential life skills of all young people in Williamwood High School. Our goal is to foster creativity, confidence, and character in alignment with our school values of respect, ambition, and kindness.
We are committed to dynamic and adaptive teaching practices and assessment approaches, ensuring that we meet the evolving needs of our students and prepare them for success in life, learning, and work.
Together, we aspire to cultivate a love for language and literature, instil critical thinking abilities, and ignite a passion for lifelong learning. By embracing diversity and promoting excellence, we aim to empower resilient and empathetic individuals who contribute positively to our community.
I really enjoyed studying ‘The Sandman’ topic as part of the Gothic Unit in S1. It was also great fun to make an advert and include all the persuasive techniques we had learned.
“I enjoyed giving presentations and taking part in group work. I liked peer marking other pupils so I knew how to make my own better”
S1 Course Outline and timeline
Terms 1 and 2
Reading Skills – Pupils will study a range of texts in order to develop their literacy. This includes the study of drama, poetry and literature. Each teacher will choose a novel for class study, in consultation with pupils. Group discussion is also practised and assessed in this term.
Gothic Literature will be a key focus this term. Introduction to the gothic genre will include the study of a short story (Tell Tale Heart) and a short media text (The Sandman) to reinforce genre conventions and prior learning of character, setting, theme and plot structure (established in novel study, with poster presentation).
Term 3
Writing Skills – Pupils will develop their persuasive writing skills Identifying persuasive language techniques in adverts/speeches/written text (Listening and Reading)Pupil choice of persuasive topic – why you should… (pupils choose personal passion eg. bake/listen to rap music/recycle /play D&D) In addition, pupils will write a critical essay on a text they have studied over the course of the year. This will involve learning how to structure a critical essay. A short introduction to poetry is also completed.
Term 4
Talk/Listening – Pupils will engage with our Dragons’ Den unit, in which they will work in groups to develop a product to pitch to the “Dragons”. This will allow them to work co-operatively and enhance their talk and listening skills, especially in groups.
On going
RUAE
Reading for Understanding, Analysis and Evaluation – Pupils will look at a range of reading skills and learning about the different question types, such as word choice, imagery and sentence structure.
Language Lessons – Over the course of the year pupils will broaden their language skills, completing grammar and punctuation
Radical Readers – our reading programme allows choice and variety, as pupils recommend texts to each other.
Terms 1 and 2
Dystopian Literature – A full introduction to the dystopian genre through media, prose extracts and the chance to write creatively. Pupils will also study a short story (Examination Day) to embed genre conventions and reinforce prior learning of character, setting, theme and plot structure.
Non-Fiction – Pupils will study non-fiction literature too. This will help with their understanding of this genre and their RUAE skills.
Personal Writing – Pupils will have the opportunity create descriptive writing pieces. They will focus on using word choice, imagery, range of sentence structures to complete various short pieces of personal writing from a selection (places, experiences, people, passions, relationships, hobbies)
Group discussion – the skills of group discussion are reinforced in order to facilitate collaborative working in tasks set. ERC Standardised Tests also take place during this term.
Term 3
Functional Writing based on Orwell’s Room 101 and ‘Room 101’ TV show clips. Pupils will develop persuasive language techniques – identifying and analysing examples in order to produce their own Room 101 piece. Lessons considering note taking and research skills on chosen topic/s will be delivered here too.
Pupils will deliver an individual presentation based on their Room 101 essays. Individual presentation skills – use of structure, language, voice and body language will be revisited too. Pupils also undertake a unit of work on identity poetry, considering UK and International contemporary poets. Then then produce their own identity poem.
Term 4
Page Turners – Pupils will have the choice of a novel – classes will then change based on pupil choice. The corresponding unit will then provide learners with experience of the following: Reading for enjoyment and choice; research and discussion of related social issues as appropriate to text; analysis of language; and exploration of characterisation, setting and themes
Outcomes are then decided by pupils – they focus on character, setting, or theme and present findings in a manner of their choice.
On going
RUAE/Language Lessons – Using your own Words skills and Analysis of Language, punctuation and grammar skills through weekly lessons.
Radical Readers – our reading programme allows choice and variety, as pupils recommend texts to each other.
S3 course outline and timeline
Terms 1 and 2
Creative Writing – Pupils will work to develop a creative piece of writing. This will involve writing a monologue. Through creative writing pupils will develop their ability to use a variety of techniques, incorporating “show don’t tell” and describing the five senses, as well as including a focus on narrative structure and the importance of setting. Pupils also study a short story, analyzing the use of language setting and characterisation particularly. A listening unit concerning gun control is also covered as an overarching theme.
UNCRC – Pupils will focus on the United Nations Charter on the Rights of the Child. This unit of work helps pupils understand some of the barriers to education around the world. Pupils gain a greater understanding of the importance of education globally, reading nonfiction accounts. This unit allows Level 4 benchmarks to be reached and surpassed, making it an excellent bridge to National 5 English in Senior Phase. Group discussion is also attempted as part of this unit.
Term 3
Poetry/Critical Essay – Pupils will engage with the poetry by the author Carol Ann Duffy, or the media texts “Captain Phillips” or “The Sandman”. They will build towards writing a critical essay on one of these poems. This allow pupils to be prepare for their S3 exam.
Further work on non-fiction texts is also completed to reinforce work in Literacy.
Term 4
Pupils will sit a S3 exam. This will include two components: RUAE passage and questions; Critical Essay – written on a poem or media text studied in class
They will also revisit necessary Literacy skills if needed and work towards producing a well-developed writing piece.
Some work on Morgan poetry or di Mambro’s “Tally’s Blood” may begin.
On going
RUAE (Reading for Understanding, Analysis and Evaluation: Pupils will work through the different question types, for example, word choice, sentence structure, imagery, and own words questions. Related tasks will be set for home learning. Independent writing tasks will also be attempted for home learning, and personal, reading promoted and discussed.
National 4 English
Analysis and Evaluation:
listen to a simple text and answer questions about it; read a simple text and answer questions about it.
Creation and Production:
deliver a talk or take part in group discussion; produce a short piece of writing to convey simple ideas (300-400 words) that communicates at first reading.
Literacy:
Pupils will be assessed across the four elements of reading, writing, listening and talking with a non-fiction focus.
Added Value Unit:
read, analyse and compare 2 short texts then present findings in the form of a talk or short essay
Pathways for progression include National 5 English and National 5 Literacy.
National 5 English
Reading for Understanding, Analysis and Evaluation: Questions on an article sourced from a quality newspaper or magazine to assess pupil ability to summarise and explain in their own words; follow the writer’s line of argument; analyse language techniques and evaluate the effectiveness of their use. 30% weighting (exam: 1 hour)
Critical Reading:
Scottish Text – Questions on an extract are provided to assess pupils on their ability to analyse the effect of language techniques. Choices currently offered in the Faculty include: Drama – Sailmaker; Poetry – Edwin Morgan, Carol Ann Duffy, Norman MacCaig; Prose -Iain Crichton Smith.
Critical Essay – Pupils produce an essay demonstrating their understanding, analysis and evaluation skills. Choices currently offered in the Faculty include: Media – “A Quiet Place”; “Saving Private Ryan”; Prose – various; Drama – “Macbeth”. 40% weighting (exam: 1.5 hours)
Portfolio of Writing:
A writing piece of up to 1000 words is submitted to the SQA in March. Topics are selected by pupils, with staff guidance, and can be broadly creative OR discursive. 30% weighting (completed throughout the session)
Spoken Language Unit:
Mandatory, but speaking is assessed through group discussion or solo talk in a variety of context: Pass/Fail
Progression:
Higher English
Possible Careers:
Teaching, Editorial Assistant, Social Media Executive, Reporter, Journalist, Public Relations Officer
Desired minimum competency:
Level 4 achieved in BGE in: Reading, Writing, Listening and Talking
National 5 English Key Dates 2023 – 24
Task / Assessment |
Date Due |
Scottish Text Paper (1st 12 marks) |
June 2023 |
Timed Scottish Text Assessment |
September 2023 |
Assessed RUAE Paper |
October 2023 |
Practice Critical Essay |
November 2023 |
Prelim |
November 2023 |
Folio Draft 1 |
January 2024 |
Spoken Language Assessment |
February 2024 |
Final Folio due to SQA |
February 2024 |
Assessed Critical Essay |
March 2024 |
RUAE / Scottish Text / Essay Exam Practice |
March 2024 |
Higher English
Reading for Understanding, Analysis and Evaluation:
Questions on two articles sourced from a quality newspaper or magazine to assess pupil ability to summarise and explain in their own words; follow the writer’s line of argument; analyse language techniques and evaluate the effectiveness of their use. Pupils must also compare ideas within the passages. 30% weighting (exam: 1.5 hours)
Critical Reading:
Scottish Text – Questions on an extract are provided to assess pupils on their ability to analyse the effectiveness of language techniques. Choices currently offered in the Faculty include: Poetry – Carol Ann Duffy and Norman MacCaig; Prose – Iain Crichton Smith; Drama – Ena Lamont Stewart.
Critical Essay – Pupils produce an essay demonstrating their understanding, analysis and evaluation skills. Choices currently offered in the Faculty include: Media – “The Godfather”; Poetry – Carol Ann Duffy and Edwin Muir; Prose – various; Drama – “King Lear”; “Hamlet” or “Othello”. 40% weighting (exam: 1.5 hours)
Portfolio of Writing:
A writing piece of up to 1300 words is submitted to the SQA in March. Topics are selected by pupils, with staff guidance, and can be broadly creative OR discursive. 30% weighting (completed throughout the session)
Spoken Language Unit:
Mandatory, but speaking is assessed through group discussion or solo talk in a variety of context: Pass/Fail
Progression:
Advanced Higher English, NPA Journalism (S6 only, tbc)
Possible Careers:
Teaching, Editorial Assistant, Social Media Executive, Reporter, Journalist, Public Relations Officer
Desired minimum competency:
National 5 at grade A or B
Higher English Key Dates
Task / Assessment |
Date Due |
RUAE Understanding |
September 2023 |
Folio – Draft 1 |
September 2023 |
Critical Essay (Short text) |
October 2023 |
Scottish Text – 10 Mark (First 10 marks) |
November 2023 |
Creative Folio – Draft 1 |
November 2023 |
Assessed RUAE Paper (Timed) |
December 2023 |
Assessed Critical Essay (Timed) |
December 2023 |
Assessed Scottish Text |
December 2023 |
Prelim |
January 2024 |
Final Folio Drafts |
March 2024 |
Spoken Language Assessment |
March 2024 |
RUAE / Scottish Text / Essay Exam Practice |
March 2024 |
Advanced Higher English
Dissertation:
Pupils set their own task and line of enquiry from their choice of: prose fiction, drama, a selection of short stories or poetry. Questions can consider portrayal of theme, characterisation and/or specific language features. Where more than one text is selected, a comparative element should be present. It is useful for pupils to consider literary criticism and wider reading in their submission, which requires depth and careful consideration. 2500-3500 words. 30% weighting (completed throughout the session)
Portfolio of Writing:
A piece of writing is required to be submitted to the SQA in May. Pupils study a wide variety of texts and are encouraged to produce work of a broadly creative OR discursive nature. In the course of the session, pupils hone their writing skills through a variety of activities. 30% weighting (completed throughout the session
Literary Study:
Paper 1 of the exam requires pupils to produce a comparative piece of critical writing. Writers studied in Williamwood to prepare for this currently include Margaret Atwood and Sylvia Plath. 20% weighting (exam: 1.5 hours)
Textual Analysis:
Paper 2 of the exam requires pupils to produce a critical response on a previously unseen text. Genres focused on in preparation for this currently are prose fiction and poetry. 20% weighting (exam: 1.5 hours)
Progression:
Arts , Social Science or Law degree
Possible Careers:
Teaching, Editorial Assistant, Social Media Executive, Reporter, Journalist, Public Relations Officer
Desired minimum competency:
Higher English at grade A or B
Advanced Higher English Key Dates
Term 1 |
Tasks |
|
Literary Study: First Genre Textual Analysis: Prose Dissertation: proposal and plan approved Writing Folio: Prose Piece Creative Folio – Draft 1 |
Term 2 | Tasks |
Literary Study: Second Genre Textual Analysis: Poetry Prelim Exam January: Literary Study and Textual Analysis Paper Dissertation: submitted in 1,000 word sections |
|
Term 3 |
Tasks |
|
Literary Study: Revision Textual Analysis: Prose Non-fiction Dissertation: Redraft for submission March Writing Folio: Redraft for submission March Final Exam May: Literary Study and Textual Analysis Paper Writing Folio: Persuasive Piece |
English Department Clubs