Course: English
Level: National 5
April 2013
This advice and guidance has been produced for teachers and other staff who
provide learning, teaching and support as learners work towards qualifications.
These materials have been designed to assist teachers and others with the
delivery of programmes of learning within the new qualifications framework.
These support materials, which are neither prescriptive nor exhaustive,
provide suggestions on approaches to teaching and learning which will
promote development of the necessary knowledge, understanding and skills.
Staff are encouraged to draw on these materials, and existing materials, to
develop their own programmes of learning which are appropriate to the needs
of learners within their own context.
Staff should also refer to the course and unit specifications and support notes
which have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk
Acknowledgement
© Crown copyright 2013. You may re-use this information (excluding logos) free of
charge in any format or medium, under the terms of the Open Government Licence.
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-governmentlicence/ or e-mail: psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information, you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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Contents
Introduction
4
Approaches to learning, teaching and assessment
7
Subject content
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INTRODUCTION
Introduction
This resource provides advice and guidance for staff delivering English
National 5.
There are two units:
 Analysis and Evaluation
 Creation and Production
There is also a course assessment.
Before embarking on this course, staff should be familiar with the contents of
the English and literacy principles and practice paper:
http://www.educationscotland.gov.uk/Images/literacy_english_principles_practi
ce_tcm4-540165.pdf
The English National 5 – Professional Focus Paper outlines key areas of
significant change and potential approaches to teaching and learning:
http://www.educationscotland.gov.uk/resources/nq/e/nqresource_tcm4741302.
asp
Guidance for staff
Key skills, knowledge and understanding
A broad overview of the subject skills, knowledge and understanding required
for English National 5 is given below.
Literacy skills
 Reading (developed in the Analysis and Evaluation unit in the contexts of
literature, language and media).
 Listening (developed in the Analysis and Evaluation unit in the contexts of
literature, language and media).
 Talking (developed in the Creation and Production unit in a range of
contexts).
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INTRODUCTION
 Writing (developed in the Creation and Production unit in a range of
contexts).
Skills for learning, life and work
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Understand, analyse and evaluate detailed texts.
Create and produce detailed texts both in written and oral forms.
Knowledge and understanding of language.
Thinking skills (applying, analysing and evaluating).
Links to prior learning
Entry to the course is at the discretion of the centre. However, learners would
normally be expected to have attained the skills, knowledge and
understanding required by one of the following:
 English National 4 or relevant component units
 relevant Experiences and Outcomes from English and Literacy
The relevant experiences and outcomes for English and Literacy can be found
at
http://www.educationscotland.gov.uk/learningteachingandassessment/curricul
umareas/languages/litandenglish/eandos/index.asp.
Progression in learning and skills
Decisions will be made with individual learners at the end of the Broad
General Education as to next steps in learning. Learners should be
encouraged to aim for the highest possible level of achievement. It is possible,
for example, to gain units at National 5 that can also count towards an overall
award at National 4.
National 5 requires that learners are presented with detailed texts, thus
ensuring appropriate challenge and progression in learning and skills
development.
National 5 learners will also need to prepare for the course assessment.
Progression within National 5 should increasingly focus on developing
independent learners who are able to make decisions, solve problems and
initiate their own learning.
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INTRODUCTION
Progression in knowledge
Knowledge and understanding of language and its uses is integral to the study
of English National 5. Staff will employ a variety of learning and teaching
methodologies to develop this knowledge. These may include:
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participation in group discussions
staff-led modelling/questioning
listening for information
short and extended written responses
individual presentations
peer assessment.
Learners should be actively involved in planning learning, including creating
learning intentions and success criteria. For further information on this staff
may wish to refer to the NAR flowchart:
http://www.educationscotland.gov.uk/learningteachingandassessment/assess
ment/supportmaterials/nar/index.asp
Opportunities should be provided in reading, writing, talking and listening tasks
for learners to form and express their own views and opinions, and to research
meaningful and relevant topics. There are many opportunities for
interdisciplinary learning and connections to learning in other areas of the
curriculum should be made explicit.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Approaches to learning, teaching and assessment
Learning and teaching
Flexible learning and teaching approaches will focus on the changing needs of
individual learners, who should be actively engaged in tasks and activities
which develop skills in:
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analysing
solving problems
creating
evaluating
exploring
finding information
applying learning
creating questions
higher-order thinking.
Best practice in delivery of the previous Standard Grade Credit and
Intermediate 2 courses will translate to National 5.
Learners should have opportunities to explore areas they find personally
interesting within an appropriate learning structure that ensures coverage of
the course.
Assessment approaches
A wide range of evidence will be generated as learners progress through the
course. Naturally occurring evidence can be used as appropriate to assess
elements of the Analysis and Evaluation and Creation and Production units.
Assessment evidence may include:
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recordings or notes of talking activities
presentations
critical essays
multi-modal texts
extended writing.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Evidence can be gathered in combination with other outcomes in the unit or
other units.
Further advice on assessment can be found using the link below or by
accessing the SQA secure site:
http://www.sqa.org.uk/sqa/45674.html
Suggested learning and teaching approaches
Course delivery could include:
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modelling skills required by talking, listening, reading and writing tasks
breaking down the research process
investigating and exemplifying effective note-taking
creating and sharing success criteria
active and co-operative learning techniques such as:
- note-taking
- analysing
- solving problems
- creating
- evaluating
- exploring
- applying learning
- self-assessment
- peer assessment
- peer teaching
 the use of ICT, websites, blogs, wikis, Glow and The Daily What.
Interdisciplinary learning
Interdisciplinary learning is crucial in ‘joining up the dots’ in the learner’s
journey and ensuring deep learning. The English National 5 course provides
opportunities for interdisciplinary learning.
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APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Skills development
The course primarily aims to develop learners’ skills in reading, writing, talking
and listening.
Staff should ensure that learning and teaching materials contribute to the wide
range of communication skills essential to the development of confident
individuals, responsible citizens, successful learners and effective
contributors.
Gathering evidence
Assessment should be an ongoing process integral to effective learning and
teaching. Staff should refer to the principles of assessment as detailed in
Building the Curriculum 5:
http://www.educationscotland.gov.uk/thecurriculum/howdoyoubuildyourcurricul
um/curriculumplanning/whatisbuildingyourcurriculum/btc/btc5.asp
For unit achievement purposes, a variety of methods should be used to gather
a rich range of evidence of:
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reading
writing
talking
listening.
Staff should share learning intentions and assessment criteria with learners,
provide effective feedback, encourage peer and self-assessment, and use
effective questioning techniques.
Evidence for final course assessment
A graded award at English National 5 is achieved via a final course
assessment and the marks awarded for the portfolio (30 marks).
The course assessment consists of:
 a critical essay (critical reading paper, 20 marks)
 answers to questions based on Scottish text extract (critical reading paper,
20 marks)
 answers to reading for understanding (analysis and evaluation paper, 30
marks).
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SUBJECT CONTENT
Subject content
English National 5 unit guide:
Analysis and Evaluation
Creation and Production
Course assessment
Internally assessed
Internally assessed
Externally assessed
(i) Reading for analysis
and evaluation
(ii) Critical reading
(iii) Portfolio
and
skills
As they progress through
the unit learners will:
(i) understand, analyse
and evaluate detailed
written texts
(ii) understand, analyse
and evaluate detailed
spoken language
Evidence can be gathered
in combination with other
outcomes from this unit or
in combination with the
outcomes from the
Creation and Production
unit
and
skills
As they progress through
the unit learners will:
(i) create and produce
detailed written texts
(ii) take part in detailed
spoken interactions
Evidence can be gathered
in combination with other
outcomes from this unit or
in combination with the
outcomes from the
Analysis and Evaluation
unit
(i) Previously ‘close
reading
There are now fewer
questions and they are
broader, with more marks
available for each
There is now more
emphasis on inference
and summarising skills
(ii) Critical essay in section
1, Scottish text extract in
section 2
(iii) Portfolio
Two pieces of writing from
different genres (as
current Intermediate 2
folio)
Now worth 30% of overall
grade
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SUBJECT CONTENT
1.1 Identifying and understanding the
purpose and audience, as appropriate to
genre.
1.2 Identifying and explaining the main
ideas and supporting details
Outcome 1
Understand, analyse and
evaluate detailed written
texts by:
1.3 Applying knowledge and
understanding of language to explain
meaning and effect, using appropriate
critical terminology
Analysis and
Evaluation
2.1 Identifying and explaining the
purpose and audience
Outcome 2
Understand, analyse and
evaluate detailed spoken
language by:
2.2 Identifying and explaining the main
ideas and supporting details
2.3 Applying knowledge and
understanding of language to explain
meaning and effect
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1.1 Selecting significant ideas and content,
using a format and structure appropriate to
purpose and audience
1.2 Applying knowledge and understanding
of language in terms of language choice
and technical accuracy
Outcome 1
Create and produce
detailed written texts by:
1.3 Communicating meaning at first reading
Creation
and
Production
2.1 Selecting significant ideas and
content, using a format and
structure appropriate to purpose
and audience
Outcome 2
Take part in detailed
spoken interactions by:
2.2 Applying knowledge and
understanding of language in terms
of language choice
2.3 Communicating meaning at first
hearing
2.4 Using significant aspects of nonverbal communication
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Understanding, analysing and
evaluating at least one detailed
written text
Analysis
and
Evaluation
Understanding, analysing and
evaluating at least one detailed
spoken language activity
Evidence
requirements
Creation
and
Production
At least one written text
using detailed written
language
At least one spoken interaction
using detailed language
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SUBJECT CONTENT
Exemplar learning activities
Exemplar learning activity
‘Valentine’ by Carol Anne Duffy
Group discussion: theories of love
Question time
Persuasive essay: Should the death
penalty be re-introduced?
Chinua Achebe
Informative writing: obituary
Unit
Analysis and
Evaluation
Creation and
Production
Analysis and
Evaluation
Course
assessment
Course
assessment
Creation and
Production
Outcome
1
2
2
Portfolio
Reading for
understanding,
analysis and
evaluation
1
Analysis and Evaluation
1.1 Identifying and
understanding the purpose and
audience, as appropriate to
genre
Outcome 1
Understand analyse
and evaluate detailed
written texts by:
1.2 Identifying and explaining
the main ideas and supporting
details
1.3 Applying knowledge and
understanding of language to
explain meaning and effect,
using appropriate critical
terminology
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‘Valentine’ by Carol Anne Duffy
This topic provides learners with opportunities to achieve two outcomes in two
different units of the National 5 course. Learners will study the poem
‘Valentine’ by Carol Anne Duffy and take part in a group discussion about
love, working towards Outcome 1 of the Analysis and Evaluation unit, as well
as Outcome 2 of the Creation and Production unit. In order to provide
opportunities for the learner to achieve all aspects of Outcome 1 of the
Analysis and Evaluation unit, both the poem and the podcast should be used
(the podcast identifies the purpose and intended audience of the text).
Valentine is one of Duffy’s poems specified for the mandatory study of
Scottish texts at National 5. Learners may refer to the poem in either section
of the critical reading paper, either in a critical essay or in response to the
questions set on Scottish texts. Duffy discusses other poems on the list in the
accompanying podcast.
Primary text: ‘Valentine’ by Carol Anne Duffy
http://www.guardian.co.uk/books/audio/2013/feb/14/love-poems-carol-annduffy-podcast
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SUBJECT CONTENT
Activity 1: Activating prior learning
Imagery: Learners work individually to make notes of all prior learning
regarding imagery. Learning can be noted in any format and an example of a
possible template is below. Learners feed back and collate the background
knowledge of the class. Learners identify new learning about imagery.
Imagery
Make notes of everything you already know about imagery.
It is best to make your notes in bullet point form (bullet points need to be
written in full sentences).
What I know
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What I have learned
from my classmates
Questions I now have
SUBJECT CONTENT
Activity 2: Applying learning
Learners create an example of imagery that is effective in describing love. A
class/group discussion on the positive and negative aspects of love may help
learners to engage with this activity.
Love is
Activity 3
Learners share their examples of imagery and analyse the images. This is a
good opportunity to link learning with the critical reading paper in the course
assessment.
Here is an example of an imagery question from the specimen paper:
Choose one of the following images:
'Lust is like a stalker, initially you do not realise it is there but then you cannot
shake it off.'
'He treats himself like a God.'
'He went through the world, as a bubble floating above a torrent of water.'
Explain what your chosen image means and analyse its effect. (3 marks)
It may be useful to encourage learners to use the following phrases/structure
when analysing imagery:
What is being compared to what?
In what ways are they similar?
What is the effect on the reader/what does the reader realise?
Activity 4: Qualities of an onion
Prior to any reading of the poem, learners could examine an onion, making
notes on its appearance, texture and smell before peeling it and making
further notes about its qualities and its effect on the senses. Alternatively,
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SUBJECT CONTENT
YouTube clips that illustrate onions and their layers are available. The
qualities of an onion could also, of course, simply be discussed.
A template like the one below would allow learners to make notes.
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Activity 5
Staff decide how ‘Valentine’ will be presented to learners, eg cut up the poem
and re-assemble it, group/whole-class reading, recorded reading.
Learners should be asked to identify the image that Duffy uses to describe
love to her reader (an onion). Learners should then analyse this image using
the method in Activity 4. Feed back of answers to class.
Activity 6: Note-taking skills
Staff should demonstrate identifying and analysing the poem’s techniques.
This exemplifies the thinking processes that lead to critical analysis. It is
important that staff model analysis of part of the poem, perhaps providing
prompt sheets or table posters containing the modelled analysis. Learners
work in pairs to analyse a particular technique. The pairs present their analysis
to the class. Learners use a note-taking template to develop note-taking skills
and create individual analysis banks.
Learners should make notes as staff describe the poem’s imagery techniques.
Discussion of the notes generated during the staff-led session will inform the
kind of notes made as learners take their turn to provide analysis.
A variety of templates that learners can use is given below. Allow learners to
use the template that best suits their needs/the needs of the task. It is
important to understand that note-taking is a skill that needs to be modelled
(especially to ensure learner understanding of the differences between bullet
points, full sentences, key words etc). This learning also links to the reading
for understanding part of the Analysis and Evaluation unit. Learners are not
required to answer in full sentences.
Possible headings for note-taking might include word choice, imagery, Carol
Anne Duffy and structure.
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SUBJECT CONTENT
Mind map
‘Valentine’ by
Carol Anne Duffy
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SUBJECT CONTENT
Key words
‘Valentine’ by Carol Anne Duffy
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SUBJECT CONTENT
Bullet points
‘Valentine’ by Carol Anne Duffy
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‘Valentine’ by Carol Anne Duffy
What I have learned
Questions I now need to
ask/research to consolidate
my learning (leave a space
underneath each question to
write in the answer when you
find it)
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SUBJECT CONTENT
Learners could share their completed analyses via the interactive whiteboard,
a visualiser, a wiki or a blog. All these strategies would allow the analysis to be
discussed and saved for future reference. The task provides learners with the
opportunity to acquire skills to assist preparation for the course assessment,
where they will have to analyse a Scottish text extract and write a critical
essay on a chosen text.
Activity 7: The podcast – listen and learn
Learners listen to The Guardian podcast in which Duffy reads ‘Valentine’ and
other poems (including 'Miss Havisham'). She offers learners valuable
information (particularly relating to the purpose and audience of ‘Valentine’).
Learners should listen to the podcast and either answer questions prepared by
staff (perhaps using Bloom’s revised taxonomy) or make notes using a
suitable template. There should be room in the template for information about
other Duffy poems to be noted.
Activity 8: Choosing relevant essay questions
This activity allows learners to rehearse the identification and selection of
appropriate critical essay questions. This learning will be part of achieving the
unit, but also in preparation for the critical essay learners are required to write
in the critical reading paper of the course assessment. Learners should be
beginning to link their learning to the course assessment unit.
Staff provide exemplar assessment tasks and ask learners to identify which
are suitable for the poem ‘Valentine’. The list should also contain questions
that are not appropriate to allow learners to develop skills in the identification
of the tasks that will give them the best opportunity to use relevant and
appropriate knowledge.
Suggested tasks
(i)
Choose a poem that features an event or meeting.
By referring to appropriate techniques, show how the poet’s
development of the encounter or incident leads you to a deeper
understanding of the poem’s central concerns.
(ii)
Choose a poem whose message remained with you long after reading.
Explain briefly what the poem is about then, by referring to appropriate
techniques, show how the poem has made this lasting impression.
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SUBJECT CONTENT
(iii)
Choose a poem that deals with an emotion.
Explain briefly what emotion the poem deals with then, by referring to
appropriate techniques, show how the poem helps the reader gain a
deeper understanding of the emotion.
(iv)
Choose a poem in which setting is used to further the ideas contained
within the poem.
By referring to appropriate techniques, show how the poet’s use of
setting leads you to a deeper understanding of the ideas contained
within the poem.
Obviously (ii), (iii) and (iv) are most appropriate in relation to Duffy’s
‘Valentine’.
Activity 9: Practitioners demonstrate the planning of critical writing
Clearly it is not appropriate to demonstrate an essay on each text studied.
However, it is important to demonstrate work for learners to help them gain full
understanding of the task and expectations. Thinking aloud during planning
gives learners an opportunity to question the process. Staff should employ a
variety of strategies to ensure learners understand the processes involved in:
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reading the task
annotating the task
planning the introduction
planning the significant elements of the response
selecting information/analysis
how to integrate quotation
ensuring relevance to task
writing a conclusion.
Using the interactive whiteboard to save modelled staff planning will enable
staff to save, annotate and refer to the process during learning. Planning
notes/structures could be shared with learners via a class wiki, blog or Glow
group.
Assessment criteria should be shared and explained.
It may be appropriate for learners to make notes of new learning during the
modelling process. These may be simple notes regarding structure (eg refer to
the task in each paragraph) or be more detailed notes concerning the primary
text.
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SUBJECT CONTENT
Having watched/listened to the process, learners could work in pairs to apply
the skills modelled to another task, receiving feedback from other
pairs/groups.
Activity 10: Critical essay writing
As preparation for the critical essay writing element of the course assessment,
group responses/paragraphs could be created and shared, and a class or
group essay built. Learners assess this against success criteria and share
feedback and next steps. Learners should then be given the opportunity to
select another task for individual response. Staff would decide appropriate,
measured feedback depending on the focus selected (relevance or structure
or use of evidence or all) and provide relevant feedback and next steps
advice. Timed writing could be a next step.
Creation and Production
2.1 Selecting significant ideas and
content, using a format and
structure appropriate to purpose
and audience
Outcome 2
Take part in detailed
spoken interactions
by:
2.2 Applying knowledge of
language and understanding of
language in terms of language
choice
2.3 Communicating meaning at first
hearing
2.4 Using significant aspects of
non-verbal communication
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SUBJECT CONTENT
Group discussion: theories of love
Primary text: http://www.guardian.co.uk/commentisfree/2012/dec/13/what-islove-five-theories
Activity 1: Theories on love
After studying Duffy’s poem learners could read the above article, which
outlines five broad theories on love and decide which viewpoint they most
agree with. Highlighting key words and phrases may be useful to help identify
main points. Findings could form the basis of a group discussion, with an
expectation that participants will develop their ideas, perhaps from personal
experience, and fully justify their contributions.
Activity 2: Groups
Learners could peer assess contributions, either within their own group or by
observing another discussion. Class-generated success criteria would be a
useful focus.
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SUBJECT CONTENT
Analysis and Evaluation
2.1 Identifying and explaining the
purpose and audience
Outcome 2
Understand, analyse
and evaluate detailed
spoken language by:
2.2 Identifying and explaining the
main ideas and supporting details
2.3 Applying knowledge and
understanding of language to
explain meaning and effect
Question Time: Death Penalty Debate
This topic is based on an episode of BBC’s Question Time. Learners are
asked to research the issue of the Death Penalty and discuss their own views
on this emotive topic, before using their listening skills to analyse and evaluate
different contributions to the programme.
Learners may also choose to investigate the wider implications of the topic as
preparation for a persuasive or discursive essay. In this case, the
reintroduction of capital punishment to the United Kingdom could be a topic for
research and essay writing.
Primary text: BBC Question Time dated September 2011.
http://youtu.be/_5aodBfdFTA
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SUBJECT CONTENT
Transcript of question time death penalty debate
Question from Audience: Does capital punishment have a role in civilised
society?
David Dimbleby, Presenter: Does capital punishment have a role in civilised
society, and obviously this is in the context of Troy Davis being executed
today in Georgia because we don’t have capital punishment on this country.
Harriet Harman, does it have a place in a civilised society?
Harriet Harman MP, Labour’s Deputy Leader: No, I don’t think it does for
two reasons, firstly because I think that if you regard the taking of a human life
by somebody, the crime of murder, as, so serious as it is, the idea that you
then kill somebody yourself, I think that is just completely wrong but also
because although we all strive to make the criminal justice system as accurate
as possible to make sure that the person who is convicted is really the guilty
person, sometimes the criminal justice system gets it wrong and if you’ve had
capital punishment you can never put that right. So for that reason I vote
against it when it comes in to the House of Commons.
David Dimbleby: And what about in the United States?
(audience claps)
David Dimbleby: What do you make of President Obama’s refusal yesterday
to intervene?
Harriet Harman: Well, I am totally against it and I think that the British
Government’s position is against it and we say to the Americans that we don’t
approve of them doing it and they carry on doing it but, you know, obviously
we don’t think that they should and we’re always on the side of helping the
appeal
David Dimbleby: Priti Patel
Priti Patel, MP, Conservative: Well I come to this debate from a totally
different perspective in the sense that, I mean I have said this before and I say
it again that I do actually think when we have a criminal justice system that
continuously fails in this country and where we have seen murderers, rapists
and people who have done, just committed the most abhorrent crimes in
society, go into prison and then are released from prison to go out into the
community to then re-offend and do the type of crimes that they have
committed again and again, I think that’s appalling and actually on that basis
alone, I would actually support the re-introduction of capital punishment to
serve as a deterrent because I do think we do not have enough deterrents in
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SUBJECT CONTENT
this country for criminals, and let’s not forget murderers and rapists and
criminals of that nature choose to commit the crimes that they commit
(audience applaud)
David Dimbleby: Vince Cable
Vince Cable, MP, Business Secretary, Liberal Democrats: Well I think it’s
possible to believe, as Priti does, that we need to have tough deterrent
sentences without executing people. I mean what was so appalling in this
case in the United States, and I totally agree with what Harriet said, is that I
think seven of the nine jurors have since withdrawn their support for his
conviction
David Dimbleby: The witnesses?
Vince Cable: The witnesses, yes, the said well, you know we were put up to it
by the local Police Chief, the evidence is absolutely tainted and discredited
and, you know, this case, probably more than any other, demonstrates why
capital punishment is wrong, that perfectly innocent people can go to death
and then there’s no comeback. I mean, the things I’ve done as a Business
Secretary in this Government, one of the things I am proud of having done
was that I introduced a stop on the export of the liquids that are used in the
injection of people in the United States because there’s a firm in Britain that
happens to be the only supplier and as a result of that, I don’t know whether
it’s resulted in any changes in individual cases but it certainly forced the states
involved to have some sort of fresh look at them, and I think the answer to the
question is a very simple one, that in civilised society this is not the right way
to punish people.
(audience applaud)
David Dimbleby: Ok, the man up there, you Sir, in the checked shirt there.
Question from Audience: Mr Cable, you said earlier it’s a dangerous world
out there two questions ago and it links in to what Harriet Harman was saying
about the cutbacks in public sector, immaterial whether I agree with capital
punishment or not, we have a Police Force in the West Midlands area
protecting two and a half million people that is being cut back by 22%, is it
about time for royal commission on policing and a complete review on the
criminal justice system?
David Dimbleby: Alright, a slightly different point. Ian Hislop
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Ian Hislop, Broadcaster & Editor, Private Eye: Well, two points, one is
because I’m from Private Eye I can’t resist saying that Vince may be proud of
that, but we’ve still got one of the largest arms industries in the world and
we’re very happy to export lots of death-dealing machinery to anyone who
wants to buy it, that’s cheap point number one. Slightly more expensive point
is, for fifty years Private Eye has pretty much in most issues exposed a
miscarriage of justice and a lot of them have been murders. Over the years,
large numbers of these cases have been found to be entirely wrong and the
men convicted, almost all of them men and there’s a couple of women, have
been found innocent, so we would have killed those people and in some of
those, very high profile cases which involved terrorism cases, we would have
made very dangerous new martyrs by executing people who turned out not to
have committed the murders involved. So, on a purely practical basis,
whatever you think it says about the civilised nature of your society or not, I
think it would be incredibly dangerous to have capital punishment back.
(audience applaud)
David Dimbleby: Priti Patel, are you influenced at all by that argument of
miscarriages of justice?
Priti Patel: No disrespect Ian but I’m not, on the basis that I think, you know,
this is really about our criminal justice system actually and I think if any, you
know, for any conviction for example, you need ultimate burden of proof, you
really do, and that means that…
David Dimbleby: But that’s his point, that they find these mistakes all the
time.
Priti Patel: Well I means, that’s, they…
Ian Hislop: Are you saying they were guilty, all these people?
Priti Patel: No I’m not saying they were guilty, obviously I’m not with those
cases…
Ian Hislop: So they would be dead.
Priti Patel: No, the point
Ian Hislop: They would
(audience laugh)
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Priti Patel: The point is, as I said earlier on, this is about having deterrents,
you know if you have strong deterrents of that nature as well…
Ian Hislop: It’s not a deterrent killing the wrong people!
(audience laugh)
Priti Patel: Well no, capital punishment…
(audience applaud)
David Dimbleby: Go on, your voice was lost in the applause.
Priti Patel: The point that I am making is that to have capital punishment, that
was act as a deterrent and that is the first point here, the second issue is this
is actually about our criminal justice system doing what is says on the tin, so
you have to, you know, before anybody is sentenced, they have got to have
full proof, there really has, you know in the case of Troy Davis in America as
well, you know that was a case that went to court, they were convinced they
had full burden of proof there, they really were, now that’s a matter for them,
but in any case in this country if capital punishment was on the statute books,
for example, you’d need to have complete and utter burden of proof
Ian Hislop: But you haven’t in these cases…
David Dimbleby: Justine
Justine Roberts, Co-founder, Mumsnet: I’m interested to know whether
there’s any evidence that it is, in fact, a deterrent?
Harriet Harman: There is evidence that it isn’t.
Justine Roberts: That will be my one point, other than that I completely agree
with Harriet and with Ian, I’m sort of with Desmond Tutu on this who says, ‘if
you take a life when a life has been taken, that’s revenge not justice’.
(audience applaud)
David Dimbleby: We’ve got a lot of hands up here, you Sir, the man with the
beard there in the middle there.
Question from Audience: I would just like to point out that actually two
people received lethal injections yesterday and one was a case in Texas
where it was a particularly heinous crime and that went unnoticed by a lot of
people because of the other crime and I certainly think with Priti’s point, this is
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SUBJECT CONTENT
about having the deterrent there, it’s not about the ultimate taking of a life, it’s
about having the deterrent.
David Dimbleby: How can it not be about taking life if it’s to act as a
deterrent?
Audience Member: Well because I think if you’ve got boundaries, if you’ve
got boundaries that are set, then people understand the parameters of the
crime they are going to commit, be it a murder, be it a rape, if you’ve got a
deterrent in place for that then it may make people think twice about actually
what they’re going to do in order to commit that crime. And I think that, you
know, if there was a referendum in the UK on this, I think a lot of you people
there would be very, very surprised about how the British Public feel about
that, about that as a system of justice, I’m not saying it’s particularly right but
what I am saying is as a deterrent, sometimes with the system that we have
and the way it’s backed up and prisoners, prisons are full, I think really and
truly it should be looked at in a very serious manner by people.
David Dimbleby: When you say ‘as a deterrent’, you do mean that some
people should be executed, should be hanged?
Audience Member: I remember when I was at school David, in Birmingham,
and I remember the cane was a deterrent, you know just the thought that you
may have the cane, you may get the cane was enough for you not to do
certain things.
David Dimbleby: Ok, the man up there in the white shirt and the dark hair.
Question from Audience: An eye for an eye would make the whole world
blind, I completely disagree with Priti, death is not a deterrent, taking
somebody’s freedom and putting them into prison or secluding them or
excluding them from society because a rapist will always rape within their
behaviour and a murderer will murder, they may consider, ‘oh I’ll risk death’
but whether it is in their behaviour they will commit that crime, therefore death
should never ever be used as a punishment. Capital punishment does not act
as a deterrent, only excluding people from society would act as a deterrent.
(audience applaud)
David Dimbleby: Ok, and I come to the man two in front of you.
Question from Audience: Yes, I totally agree (points to previous contributor)
with what that guy has said there, I think it’s been proven that the death
penalty doesn’t actually work on any level really, not financially, it costs a lot
more and also in terms of a deterrent, if it was a deterrent in Texas people on
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SUBJECT CONTENT
death row wouldn’t continue be going up and I don’t think it’s a particularly
rational thing when you go out to kill someone and you know, receive the
death penalty.
David Dimbleby: Just before we leave this, the gentleman here said that we’d
be surprised, the public would be surprised at the number of people in favour.
Are there any more people in favour of the death penalty who would like to
speak up for it here? You Sir, with the spectacles there.
Question from Audience: I totally agree with you Priti, how can the guy with
the beard say that by excluding people from the community we will improve
and we will stop criminality, how can they say that when criminality has been
on the increase for the past few years, it hasn’t gone down, it’s been on the
increase. Things like, you know, chopping someone’s head off or whatever,
that will stop people from committing crimes, just the thought of it will.
David Dimbleby: Ok, do you think your Party and your Prime Minister are out
of touch on this?
Priti Patel: I don’t to be honest, I mean, I think…
David Dimbleby: What, they’re in touch? Not to let it come before the House?
Priti Patel: Well don’t forget, I mean we’ve had the launch of the e-petitions
recently, before the summer as well and of course a lot of people wanted a
debate, they signed up the petition to actually get a debate on this issue. Now
I have no issue with having a debate on this and I think we should and also, I
put this within the context, that I think far too many politicians do run away
from debating issues like this as well because they don’t want to associate
themselves with an either or position and I think the other point to make here,
and this comes back to the issue about a deterrent in our criminal justice
system, we see the revolving door with murderers and rapists and
paedophiles as well and nobody thinks about the human rights of the families,
the victims, the people that have really suffered here and that is really where
they’ve got fundamental…
(audience applaud)
END OF EXTRACT
The whole section is 11 minutes and 30 seconds long.
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Activity 1: Research
Learners could work in groups to research the Troy Davis execution in the
USA in 2011 to provide background information for the listening assignment
based on Question Time.
http://www.bbc.co.uk/news/world-us-canada-15013860
They might also wish to research the panel members to ascertain their
backgrounds and political perspectives in order to predict what line of
argument they might take.
Learners could also investigate attitudes towards capital punishment within
their peer group.
Groups could then present their findings to the class, sharing and collating
information. The exemplar template may be helpful for making notes when
groups are listening to each other.
Topic: _________________________________________________________
What I have learned
What I’d like to ask
Things I am unclear
about/ unsure of
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Activity 2: Watch Question Time
Learners could watch the extract from the programme and make notes in
response to the following questions:





What are the differing attitudes of the panel, and the audience members,
to the issue of capital punishment?
Which panel member uses their main and counter arguments most
effectively?
Discuss the use of language and verbal techniques of each panel member.
In your opinion, who makes the most effective case overall for or against
the death penalty?
Is the discussion balanced overall?
Learners should focus on the substance of what each person says as well as
the ways in which the content is delivered. They should be aware of verbal
techniques such as tone, word choice, contrast, repetition, ambiguity and
hyperbole.
This task could be conducted either as a whole-class activity or each group
could focus on a different panel or audience member before sharing their
findings.
The following template might help students to analyse both content, language,
verbal and non-verbal techniques in detail.
Learners’ table
Speaker
(in order of
first
appearance
Harriet
Harman
Priti Patel
Point of
View
Vince Cable
Justine
Greening
Audience
Member 1
Audience
Member 2
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Key
Arguments
Use of
persuasive
language
Verbal
techniques
SUBJECT CONTENT
A completed table for practitioners’ use is provided below and could be shared
with the pupils to assist self and peer assessment.
Practitioners’ table
Speaker
(in order of
first
appearance
Harriet
Harman
Point of
View
Key
Arguments
Use of
persuasive
language
Verbal
techniques
Against
the death
penalty
The taking of
life is so
serious
therefore, for
the state to
kill is wrong.
Emotive
language:
‘Taking of
human life’
Repetition of ‘I
think’ and ‘against
it’
The danger
of
miscarriages
of justice.
‘kill
somebody
yourself’
‘Completely
wrong’
‘never put
that right’
Priti Patel
In favour
The current
justice
system fails
to punish
effectively.
It will act as
a deterrent.
Careful to
make clear
what her
view is and
that of the
party she
belongs to as
it is a free
vote when
debated in
parliament
Emotive
language:
‘Continuously
fails’
‘Abhorrent
crimes’
Tone: serious,
concerned and
measured
Use of ‘we all
strive’ and
‘yourself’ to
involve listener
and create
empathy with her
argument.
Listing for effect
and repeats the
same phrase
almost in its
entirety :
‘murderers,
rapists, people
who have …’
‘Appalling’
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SUBJECT CONTENT
Counterargument:
The criminal
justice
system
ensures that
miscarriages
do not occur
Use of listing with
and as well as a
metaphor:
‘revolving door
with murderers
and rapists and
paedophiles’
Again lists at the
end of extract:
‘human rights of
the families, the
victims, the
people that have
really suffered’
Vince Cable
Against
Possible to
have tough
sentencing
without the
death
penalty.
Refers back
to Priti Patel
and builds on
her
argument.
‘What was so
appalling’
Tone: forceful
Increases pitch to
a crescendo for
impact
Use of informal
language to quote
witnesses: ‘We
were put up to it.’
Rhythm of
language: ‘tainted
and discredited,
‘tainted’
‘Forced’
Ian Hislop
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Against
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There is
evidence of
miscarriages
of justice in
the UK and
this would be
irreversible if
the death
penalty was
reinstated
Makes point
at expense of
Vince Cable
to start.
Promoting
his
magazine.
Emotive
language:
Alliteration, ‘In
civilised society’
Tone changes:
Tone: Scathing
and sarcastic then
self-righteous
when advocating
Private Eye
investigations.
Involves whole
audience in
collective guilt:
‘we would have
SUBJECT CONTENT
‘Entirely
wrong’
killed’
‘Martyrs’
‘Incredibly
dangerous’
Argues
against Priti
Patel using
humour and
‘put downs:
‘So they
would be
dead!’
Justine
Roberts
Against
It doesn’t act
as a
deterrent
If you take a
life for a life,
it is revenge
and not
justice.
Audience
Member 1:
Man with
Beard and
black jacket
In favour
Acts as a
deterrent
Short point
with no
evidence to
back up
argument
other than
quote from
Desmond
Tutu.
Asks for
confirmation
if there is
evidence for
deterrent
argument
and told
there is not
by Harriet
Harman
Emotive
language:
Alliteration: ‘purely
practical’ and
‘made new
martyrs’
Use of powerful
adverbs: ‘entirely
purely, incredibly’
Quotes the
Archbishop and
human rights
activist to
emphasise her
point.
Quote is pithy and
to the point.
Emotive
language:
‘Revenge not
justice’
‘Heinous
crime’
Tone is earnest
and passionate.
Refers to feelings
of British Public
and a referendum.
Refers to
panel: ‘you
Repeats the word
‘deterrent’.
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SUBJECT CONTENT
Audience
Member 2:
Man with
beard and
light blue
shirt
Against
Death is not
a deterrent.
Excluding
from society
is.
people there’
Separating
‘us’ and
‘them’
Emphatic:
‘Never ever’
Alliteration:
‘commit that
crime’
Maxim: ‘An eye
for an eye would
make the whole
world blind’
Alliteration/ harsh
plosives:
‘death…deterrent.’
‘Commit that
crime.’
Emphatic tone to
emphasise the
word ‘not’
Rhythm of present
participles:
‘secluding ..
excluding’
The practitioners’ table above is not exhaustive and could be added to as
appropriate.
The techniques explored in these learners’ discussions could then be used to
inform learners’ extended writing.
Unit Assessment
For assessment purposes, practitioners could take an extract from another
Question Time programme and ask students to undertake a similar exercise
individually.
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Course assessment
Course
assessment
Reading for understanding,
analysis and evaluation
Reading for understanding, analysis and evaluation: Chinua Achebe
This topic helps to prepare learners for the reading for understanding, analysis
and evaluation element of the course assessment. The style of questioning at
National 5 is similar to Standard Grade Credit and Intermediate 2 closereading papers. However, the questions are broader and there is an increased
emphasis on inference-making and summarising skills.
Staff can also link this learning to Outcome 1 of the Creation and Production
unit, as shown in the following learning activity in which learners must create
an obituary of a favourite author.
Learners will read an article that was published in The Guardian about the
death of the writer Chinua Achebe, and respond to questions about the article.
Primary text: http://www.guardian.co.uk/books/2013/mar/22/novelist-chinuaachebe-dies
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SUBJECT CONTENT
Activity 1
Read the article carefully and then answer the following questions. Remember
to check back with the article regularly.
1.
Achebe is described as ‘the father of African literature’. In your own
words explain what is meant by this phrase.
2.
What does the word choice of ‘desolate’ suggest about the reaction to
his death?
3.
Write three sentences, using your own words, showing what this article
has helped you to learn about Chinua Achebe.
4.
Nelson Mandela called him 'the writer in whose company the prison
walls came down'. What did he mean by this statement? Use your own
words.
5.
What does Achebe’s reasons for living in the USA after his car accident
tell us about life in Nigeria? Use your own words.
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Creation and Production
1.1 Selecting significant ideas
and content, using a format and
structure appropriate to purpose
and audience
Outcome 1
Create and produce
detailed written texts
by:
1.2 Applying knowledge and
understanding of language in
terms of language choice and
technical accuracy
1.3 Communicating meaning at
first reading
Informative writing: obituary
In this topic learners will use their learning from the previous topic to create
their own obituary for their favourite author. If learners find it difficult to identify
an author, perhaps they could identify a favourite actor who has died.
In this unit there is a focus on research skills, critical literacy skills and the
ability to identify fact and opinion. These skills will also link with the portfolio
requirement of the course assessment.
If staff wish to link this activity to the critical reading aspect of the course
assessment, perhaps learners could be asked to write an obituary for one of
the authors on the set text list, thereby providing an opportunity for learners to
familiarise themselves with the author and their work. (Authors available for
selection based on the set text list issued in 2013 include Iain Crichton Smith,
Robin Jenkins, Edwin Morgan and Norman MacCaig.)
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SUBJECT CONTENT
Activity 1
An obituary is a biographical sketch of a deceased person.
Staff should share the above definition with learners and ask them if they have
ever read an obituary (learners should make the connection here to the article
on Achebe). Learners should identify what kind of information should be
included in an obituary and feed back to class. The class then create success
criteria for writing an obituary.
Activity 2: Choosing the deceased
Staff could allow learners to choose the subject of their obituary independently
or give them a list of people or give them a specific person. Perhaps learners
could be asked to write an obituary for one of the authors on the set text list,
thereby providing an opportunity for learners to familiarise themselves with the
author and their work.
Activity 3: Research pool
As a group, learners could discuss possible places to find information. A
discussion at this point regarding critical literacy would also be relevant.
Activity 4: First draft
Learners should now independently research the subject of their obituary and
write the first draft. Sources must be acknowledged. Learners should then
peer assess this draft and give feedback based on the success criteria.
Learners would then use feedback to improve their original piece. The teacher
could give detailed final assessment of the final draft.
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SUBJECT CONTENT
Qualifications
The requirements for a qualification in English National 5 are laid out in the
SQA documentation, which can be accessed from
http://www.sqa.org.uk/sqa/45674.html.
Specimen papers can also be found using the link above.
To gain a course award, a learner must achieve and evidence all units as well
as the course assessment. The course assessment will contain the added
value element and is structured as shown:
Previously close
reading (30 marks)
Reading for
understanding,
analysis and
evaluation
Critical essay on a
previously studied text
(20 marks)
Course
assessment
Critical
reading
Extract from a Scottish
text the learner has
previously studied and
questions (20 marks)
Portfolio
Two pieces of writing
from two different
genres (30% of overall
grade, 30 marks)
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SUBJECT CONTENT
Additional resources
Here are some links to materials that staff may find useful.
*This material is currently under review by Education Scotland.
Analysis and Evaluation
Reading
Working with Scots plays (Tally’s Blood set text)
http://www.educationscotland.gov.uk/resources/nq/e/nqresource_tcm4254054.
asp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4719131-64&class=l4+d150512 *
Using Scottish texts – support notes and bibliographies (some use for set
Scottish texts but needs to be adapted)
http://www.educationscotland.gov.uk/Images/using_scottish_texts_titlepage_tc
m4-121115.pdf*
http://www.educationscotland.gov.uk/Images/using_scottish_texts_tcm4121114.pdf*
Edwin Morgan poetry (for Scottish set texts)
http://www.educationscotland.gov.uk/resources/nq/s/nqresource_tcm4230063.
asp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4719131-64&class=l4+d150512*
Literary Study Unit: 7 poems by Edwin Morgan
http://www.educationscotland.gov.uk/Images/5316engl2_tcm4-124210.pdf*
Working with Scottish texts – National 4 to Higher (some relevant materials for
the study of drama for critical reading)
http://www.educationscotland.gov.uk/Images/englishworking_with_scottish_plays_tcm4-118347.doc *
Seen textual analysis, including MacCaig-Sparrow
http://www.educationscotland.gov.uk/Images/3912engl2_tcm4-117455.doc *
Reading and responding to poetry
http://www.bbc.co.uk/learningzone/clips/topics/secondary/english/poetry_early
_and_mid_20th_century.shtml
http://www.bbc.co.uk/learningzone/clips/topics/secondary/english/poetry_late_
20th_century_and_contemporary.shtml
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SUBJECT CONTENT
http://www.bbc.co.uk/learningzone/clips/topics/secondary/english/poetry_world
_and_cultures.shtml
http://www.bbc.co.uk/learningzone/clips/topics/secondary/english/poetry_world
_war_1.shtml
The Golden Compass
http://education.guardian.co.uk/egweekly/story/0,,2225178,00.html
Critical essay materials
http://www.educationscotland.gov.uk/Images/EnglishNonFiction_tcm4300256.pdf (Int 2/Higher non–fiction)*
http://www.educationscotland.gov.uk/Images/EnglishNonFiction_tcm4300257.doc (Int 2/Higher non-fiction)*
Listening
Class clips (study of spoken language)
http://www.bbc.co.uk/learningzone/clips/topics/secondary/english/language_st
udy_spoken.shtml
Listening skills
http://www.skillsyouneed.com/ips/listening-skills.html
The Guardian books podcasts (various podcasts of poetry, short stories etc)
http://www.guardian.co.uk/books/series/books
The Guardian weekly football podcast
http://www.guardian.co.uk/football/series/footballweekly
Creation and Production
Writing
English writing skills. This resource features writing activities and video
interviews with Scottish authors. It supports personal and creative writing and
is suitable for Access 3 to Higher levels. It is particularly recommended for
Intermediate and Higher courses.
http://www.educationscotland.gov.uk/resources/nq/e/writingskills/intro.asp
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SUBJECT CONTENT
Talking
Class clips
http://www.bbc.co.uk/learningzone/clips/topics/secondary/english/language_st
udy_spoken.shtml
TED talks
http://www.ted.com/talks
Additional materials
National Assessment Resource
https://www.narscotland.org.uk/_search.jsp?search_phrase=National%204
BBC Bitesize
http://www.bbc.co.uk/schools/bitesize/
Adult Literacies Online
www.aloscotland.com
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