N5 English
Course Structure
The course is made up of 5 elements:
- Reading for Understanding Analysis and Evaluation (RUAE) – worth 30%
- Textual Analysis – worth 20%
- Critical Essay – worth 20%
- Folio Essay – worth 30%
- Spoken-Language – mandatory; Pass/Fail
Assessment
- Final Exam:
- Paper 1: RUAE (marked out of 30) - 60 minutes long
- Paper 2: Textual Analysis and Critical Essay (marked out of 40) - 90 minutes long
- Course Work:
- Folio Essay - submitted to SQA and marked by SQA markers (marked out of 15)
- Spoken-Language – Pass/Fail (assessed in-class)
Deadlines and important dates
- Prelim: December 2026
- Folio (to be sent away to QS): March 2027
- Final Exam: Monday 10th May 2027
Study Support and Revision Help
- Drop Ins and Study Sessions: speak with class teacher to see if possible
- Scholar: has great RUAE resources (login via Glow)
- BBC Bitesize: covers the textual analysis set texts well
- Teams: every class has a Teams page that contains notes on all texts studied in class
- Achieve: gives useful advice on each component
- QS website for past papers: practice, practice, practice!
RUAE
In the RUAE element of the course pupils are given an unseen non-fiction text – usually a newspaper article – and are asked to answer a series of questions on this. Questions fall into several categories:
Understanding – questions which rely on pupils explaining what point(s) are being made by the writer – generally pupils need to explain this in their own words rather than using those from the passage itself. Usually around half the marks of the paper are awarded for this type of question. In these questions one mark is awarded for each correct point made as long as pupils have used their own words.
- Analysis – these questions ask pupils to quote an example of language (such as word choice, imagery or sentence structure) and explain/analyse how it creates a particular effect. Pupils may use ‘formula’ type approaches to these questions to ensure they analyse fully. In these questions one mark is awarded for a correct quote combined with correct analysis.
- Evaluation – these questions ask pupils to analyse how effective introductions or conclusions are. In these questions one mark is awarded for a correct quote combined with correct analysis.
What the pupil must know and suggestions on home support
What they need to know |
Suggested home support |
Understanding questions (own words) |
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Understanding questions (context) |
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Analysis (sentence structures) |
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How to answer questions |
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Good vocabulary |
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The question formula over the page may be a useful resource when supporting revision. There is flexibility to wording and formatting, so pupils can adapt as required as long as the key information remains.
RUAE Formula
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Ownwords Show your understanding of the writer’s main points & arguments
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Context Work out the definition of the word from clues around it
This can be understood from context which refers to “_______”, which suggests/ means/ implies that… |
Link Identify how a sentence functions as a connection to previous & new ideas.
“______” links back to the idea ________ discussed previously in…
“_____” introduces the idea of ____ which is introduced in… |
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Word choice Choose words based on their connotations/ associations
“________”- word choice connotes _______, ________ & __________ which suggests that… and effectively reflects… L to Q
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Imagery Similes, metaphors, personification “______" – technique Just as … explain the image, so too… explain how this adds to our understanding of subject, which suggests… effectively reflecting… L to Q
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Sentence structure Examine the effect of sentence type, pattern & punctuation
“_________” technique explain function in effect/context + why it has been used which effectively reflects… Lto Q
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Tone Identify & explain the author’s feelings/ attitude
“_____________” – name tone created through 2nd technique + brief analysis which suggests the writer feels/believes/thinks… and thus reflects… L to Q |
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Effective introductions How is the opening paragraph effective in introducing the topic & engaging the reader?
“__________” + technique + creates an effective intro because + explain function/ brief analysis + L to Q
…directly involves the reader …creates a vivid image of… …introduces the idea of/ emphasises… …which effectively grabs the reader’s attention |
Effective conclusions How is the last paragraph effective in wrapping up ideas & leaving a strong impression?
“__________” + technique + creates an effective conclusion because + (brief analysis) + L to Q
…which links back to... *…emphasises the central idea that… reminds the reader of… …leaves the reader feeling… …links to & emphasises the central concerns of… |
Effective Imagery How is an image effective in emphasising something?
“__________” + technique + is effective because + Just as…. explain the image, so too… explain how this adds to our understanding of the subject, + L to Q
*…emphasises the central idea that… …creates a vivid image of… |
Textual Analysis
For this element of the course, schools are given a selection of Scottish texts/texts by Scottish authors identified by the SQA. At Milne’s High School, the texts that have been chosen are listed below. In the exam one of the poems /an extract from the play is printed in the paper and pupils are asked to answer 12 marks worth of questions on that poem/extract and then a further ‘8 mark question’ comparing the poem/extract from the exam with another poem or another part of the play.
Texts studied
Poetry: Jackie Kay [Miss King/Ms Rowley]
Prose: The Strange Case of Dr Jekyll & Mr Hyde [Mrs Bothoms]
- 8 mark formula
| Poetry | Drama |
Commonality 2 x statements (no quotes) one for the poem on the exam, and one other they wish to compare to. Statements should identify the poem and answer how the question asked applies to each poem individually.
Extract Quote and explain from the poem in the exam
Other Quote and explain from at least one other poem (twice)
Quotation Technique Analysis x2
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Commonality 2 marks will be awarded for commonality (i.e. stating clearly what is similar about the texts/aspects of the text you are comparing)
Extract 2 marks will be available for quoting/referencing the extract and then analysing its significance
Other
4 marks will be available from quoting/referencing from elsewhere/another text studied and analysing the significance
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What the pupil must know and suggestions on home support
What they need to know |
Suggested home support |
Quotes |
Test learner 'Can you write down 5 quotes from... about...' |
Detailed annotation and analysis |
Question learner using their annotations - *read quote* - can you tell me about this? |
Detailed knowledge and understanding of the texts |
Can you tell me 5 facts about *inset character*? |
8 markers |
Practice past 8 markers from the SQA past questions |
How to answer 8 marker |
Learn the structure |
Critical Essay
Each class at National 5 will study one or two texts (from a variety of genres) which they will use to develop critical essay writing skills. Each teacher can select their own choice of text so we see a wide variety of choices across the department. In the exam, pupils do not have access to their text and are presented with a choice of essay questions from which they should answer one. It is important that pupils know their critical essay text and key quotes and analysis really well before they get to the final exam. Pupils will be given lots of opportunities to practice essay writing throughout the year.
- Texts studied
| Teacher | Critical essay text |
| Mrs Bothoms | “Macbeth” [Drama] |
| Miss King | “The Veldt” by Ray Bradbury [Prose] |
| Ms Rowley | “The Crucible” [Drama] |
- What the pupil must know and suggestions on home support
What they need to know |
Suggested home support |
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Introductions / Conclusions |
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Detailed annotation and analysis (PCQE paragraphs) |
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*read quote* - can you tell me about this? Practice timed PCQEs |
Solid knowledge and understanding of the texts (plot, setting, character, theme) |
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Mind maps, discussion of plot, key events etc |
How to write essays with a time constraint |
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Practice past essay questions from the SQA, time yourself. |
How to answer questions |
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Create different essay plans |
Quotes |
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Test learner 'can you write down 5 quotes from... about...' |
- PCQE Structure
- Point: (also known as a topic sentence) identify what the topic of the paragraph is going to be and refer to an appropriate technique ‘from the box’
- Context: explain the circumstances around where your chosen quote is from; why is this part of the text relevant to answering the question
- Quote: include your quote as part of a full sentence e.g. This is shown when X says/is described as/behaves like “______”
- Explain: fully analyse ad explain how your quote answers the question; include all your relevant thoughts so the marker can follow your thought process. Add a sentence at the end linking back to overall question.
- Context: explain the circumstances around where your chosen quote is from; why is this part of the text relevant to answering the question