Higher Modern Languages
Teaching Higher
Planning a course for
the CfE Higher
The CfE Higher
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National 5 qualifications are the only option in
2014/15
New Higher qualifications in 2014/15 are
expected to be the norm for National 5 pupils
Revised qualifications at level 6 (Higher); 'dual
run' with existing Higher
The main changes
NABs to Unit assessment
 Themes and Contexts
 Reading and Translation
 Listening
 Opinion Writing
 Talking
 Directed Writing
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The contexts
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Society
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Becoming an adult/new family structure/
marriage/partnership/gang culture/bullying/social
influences and pressures
Teenage problems eg smoking, drugs, alcohol
Impact of the digital age
Global languages
Minority languages and their importance/association
with culture
Citizenship
Global citizenship/democracy/politics/power
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The contexts
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Learning
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Learning in context
Understanding self as a learner, eg learning
styles/importance of language learning
Advantages/disadvantages of higher or further
education, choosing a university/college,
lifelong learning
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The contexts
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Employability
Jobs
Getting a summer job, planning for future jobs/
higher education, gap year, career path,
equality in the workplace
Work and CVs
Preparing for a job interview/importance of
language in global contexts, job opportunities
The contexts
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Culture
Taking a gap year, Working abroad (mobility),
Travel
Living in a multicultural society/stereotypes/
prejudice and racism
Social influences on/importance of traditions,
customs and beliefs in another country
Literature — analysis and evaluation
Studying the media of another country
Elements of the course
• Using and Understanding Language
• Reading
• Translation
• Opinion writing
• Listening
• Personal opinion writing
• Presentation
• Discussion
Reading
20%
 600 words, 50 minutes
 Reading skills
 Dictionary use
 Highlighting
 Use of questions, including line prompts
 Overall understanding question
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Translation
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10%
40 words, 10 minutes
Timing
Dictionary
Verbs and tenses
Checking off
Sense check
Directed writing
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10%
Timing
120-150 words, 40 minutes
2 choices: teaching how to decide
Four bullet points, equal weight
Opinions will matter
Future or conditional needed for one bullet point
Success criteria
Language structures: tenses
Proof reading
Listening
20%: same structure as National 5
 Monologue then Dialogue: 2 minutes
each
 answers important
 Note taking
 Dictionary use
 Use of questions
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Opinion writing
10%
 120-150 words, 40 minutes?
 Success criteria
 Normally three questions
 Read the questions!
 Opinions
 Language structures
 Proof reading
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Presentation
10%
 2-300 words, two minutes
 Very closely linked to opinion writing
 Use success criteria with learners
 Encourage learning styles
 Use structure and bullet points
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Discussion
Encourage planning in presentation
 Look at the five marks at National 5
 Plan soundbites
 Plan longer answers
 Clearly defined as a conversation
 Use complex sentences
 Refer to the grammar guide
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Preparing for Unit and external
assessment
Timings
 Formats
Reading, listening, writing, talking
 Passing/failing
 Prelims and estimates
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Developing assessments through the
year, tracking and monitoring progress
Setting levels using pre-assessment and
grade criteria
 Monitoring/tracking
 Pupil profiles/personal learning planning
 Using information to support and drive
learning
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Unit assessments
Four skills
 Combine assessments when you can
 Link listening and talking
 Link external talking with preparation
 Link external talking with writing
 Use prelims as evidence
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What support is there?
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Course and Unit Support Notes
Unit assessments
SQA and Education Scotland Support
Practice papers for French
SQA meetings
Scholar
How to Pass/Bright Red/Leckie
Using Scholar
Different levels
 Listening
 Revision
 Monitoring and tracking
 Formalisation of use
 Differentiation
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