sqa coursework 2023

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English course reports

Course Reports are a valuable resource for those delivering National 5, Higher and Advanced Higher courses as they contain information that can help you, the teacher or lecturer, prepare candidates for future assessment.

It is helpful to read your subject course report in conjunction with the published course assessment documents and marking instructions.

All the links below are external links to the main SQA website and open as PDF files.

• Course Report 2023
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SQA exams 2024: dates, timetables and key information

This spring, thousands of secondary school students in Scotland will be sitting Scottish Qualifications Authority (SQA) exams in each of the three final years of school in the country: S4, S5 and S6.

But when are the exams, and will they be similar to the 2023 SQA exams?

We’ve produced a handy guide that includes everything from when exams will take place to how they will be assessed this year.

The 2024 SQA exam diet starts on Monday 22 April and finishes on Thursday 30 May. SQA results day will be Tuesday 6 August.

• Background: Covid modifications to end for ‘most’ SQA qualifications
• Related:   SQA results 2023 - post-Covid pass rates fall again
• News:   Hayward review calls for end to exams three years in a row
• Analysis:   Will Scotland lag behind England on digital exams?

Maths and English exam dates

Uptake of maths and English qualifications is far higher than uptake for any other subject offered in Scottish schools.

• English National 5 exams will take place on Tuesday 7 May
• English Higher exams are on Thursday 9 May
• Maths National 5 exams are on Friday 3 May
• Maths Higher exams are on Monday 13 May

Full details of dates and times can be found on an  SQA webpage with 2024 exam details .

End of Covid modifications to assessment

The SQA announced in March 2023 that the modifications to assessment put in place to mitigate against the impact of the pandemic on learning and teaching would end this academic year. It said that coursework and exams for practical subjects would return.

Seamus Searson, general secretary of the Scottish Secondary Teachers’ Association, said after the decision that  students were not ready for a return to full assessment arrangements .

However, it does mean that this year, in many subjects, a mix of coursework and external examinations will determine grades, so students’ results will not rely so heavily on exam performance.

The SQA said the return of coursework would benefit students by giving them the chance to fully demonstrate their learning; ensuring they have a fuller understanding of the whole course; and enabling them to apply their skills in practice.

Approach to grading exam papers

In 2022 and 2023, the SQA took the impact of the Covid pandemic into account when determining the cut-off points for grades.

This year, it has hinted that this more “generous” or “sensitive” approach to grading will end  and that it will be back to business as usual, but as yet there has been no official confirmation.

In England,  Ofqual has said  that grading this year will be “normal”.

Exam appeals

Since external exams made a comeback in 2022, the approach to appeals has been different each year, and has differed from the approach before the pandemic. However, as with the approach to grading exams, it has been clear the SQA has been keen to get back to pre-Covid norms.

In 2022-23, the SQA reverted to a system akin to that in place before the pandemic, in which the marking of exam papers and coursework was checked but past performance, such as in preliminary exams (or “prelims”), was not considered .

However, appeals were free  - one key difference compared with 2019  - and students could also appeal directly, without having to go through their school.

An announcement on the approach to 2023-24 appeals is expected soon.

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topics in this article

Ardrossan Academy Pupil Guide to SQA 2023-24

Policy & Practices

Jump to a section

Coursing & pathways.

All coursing of pupils will be in line with assured and consistent tracking of progress throughout the BGE, as well as wider data that supports coursing decisions in ensuring all pupils have the best options to achieve their potential.

Choosing Courses - Pathways

Senior phase.

The course choice made in March is a provisional choice. However, in order to make the best possible start to the courses when the new session’s timetable begins in early June, it is important that pupils consider the options carefully to make the right choice for them.

There will be a chance to finalise the course choice on returning to school in August after pupils have received the results of National Qualification assessment process.

Pupils moving into S5 have the opportunity to choose five subjects to study. In the majority of cases these will be subjects that they have studied in S4 and are taking to the next level of study.

Pupils moving into S6 will have an opportunity to choose four subjects to study. The fifth choice is left blank to allow for a Study column which includes a period of PSE to allow for preparations such as UCAS training.  

Senior Phase Course Choice Schedule 2023-24

      26 October 2023 S4/5/6 Tracking 1 

                    7 November 2023 S4 Parents' Evening

                    18 December 202 3 S4/5/6 Tracking 2

                      23 January 2024      S5/6 Parents' Evening 

                      25 January 2024 S4 Options Assembly

                      26 January 2024 S5 Options Assembly

                      29 January 2024 S4/5 Options Meetings

                   18 March 2024 S4/5/6 Tracking 3 

Roles & Responsibilities

Pupils have responsibility for ensuring they achieve their potential.  They can do so by ensuring:

they attend regularly;

are responsible for catching up on work missed due to absence;

regularly engage with materials, work and resources shared on Google Classroom;

they give 100% effort and application to their learning in class;

they meet all deadlines regarding homework and coursework;

they prepare thoroughly for all class and course assessments;

they engage with additional supported and targeted learning (where appropriate).

Teaching Staff

Teaching staff are pivotal in ensuring that pupils experience the necessary pace and challenge to progress to the best of their ability.  This is achieved by:

High quality learning and teaching experiences in the classroom;

Setting appropriate class tasks/assignments/homework and assessments;

Early intervention, targeted strategies to support pupils who are not meeting expected targets;

Referrals to PT/FH with concerns over homework/attendance/effort and application to learning/attainment;

Employ a range of strategies following referrals and interventions to motivate and support learners;

Recording and tracking learner progress via internal faculty/subject systems, and also via SEEMIS T&M and unit passes;

Engaging in regular moderation and verification activities as planned by Moderation Calendar & Plans

Ensuring all AAA information is noted and opportunities for relevant support are accessed.

Faculty Head/PT

Ensuring all class levels are accurate at the start of the year for SQA registration;

Acting on teacher referrals, ensuring homework records are maintained; discussing referrals with teacher/learner with a focus on effort, engagement and application to their learning and referring on to PT Pastoral for information;

Early intervention in support of learner progress and attainment, ensuring all communication via Intervention Levels is managed with teacher, learner, parent/carer, PT Pastoral and Year DHT and recorded;

Changing levels of presentation following process of Interventions;

Analysis of planned assessments/prelims/final exam results and completing review and points for action;

Monitoring data at tracking & reporting periods with discussions on learner and cohort progress at Faculty/Subject and link meetings;

Regularly checking Intervention Levels spreadsheet, issued by SQA Co-ordinator.

PT Pastoral

Following up attendance concerns from departments and feedback on action taken;

Acting on teacher referrals with pupils and parents as necessary and feedback on action taken ;

Acting on Intervention Levels information with discussions taking place with the learner, class teacher, FH/PT and DHT Year Head to provide further information and advice;

Attending parental meetings where appropriate;

SQA Co-ordinator & SLT

Ensuring all consortium arrangements are in order and levels correct;

Regularly sharing Intervention Levels & Tracking & Monitoring Data of year group cohorts and co-ordinating interventions in support of raising attainment;

Maintain SQA Key Dates & Deadlines, managing data submission, coursework submission and accuracy of presentation levels.

Dates & Deadlines

Planned Assessment - Evidence to support learner achievement

Planned assessment period.

There will be one planned prelim assessment period which will take place from Thursday 18th January until Friday 2nd February inclusive.  The timetable will be shared with all pupils after the November weekend and pupils will have the opportunity to ensure they are fully prepared for these assessments.

P relim Diet 2024 - Thu 18th January - Fri 2nd February

Interventions & level changes, interventions - tracking to support attainment.

As articulated in to the Tracking, Monitoring & Reporting guidance, all learners in the Senior Phase will have regular learner conversations with their teachers, Faculty Heads/PTs and PTs Pastoral to enable and ensure all learners remain on track to achieve their best possible qualifications.

Though commonly thought of as a negative event, an intervention is a positive and responsive action that can take many forms, with the sole purpose of presenting the learner and their wider support network with strategies and actions that will encourage and engage them in reaching their potential.  

Interventions - T imelines

As every individual subject area has different timelines and deadlines to suit the components of the NQ course, each subject/faculty area should identify naturally occurring timelines in planning and supporting learner interventions.  This may occur naturally as part of the Tracking & Reporting Calendar, or following a period of unit assessment, coursework submission or at the end of a block of work.  This should be applied consistently across the subject area/faculty and in line with Moderation Plans and periods of planned assessment.

A cause for concern in relation to a learner's progress can be generated from a wide range of learner evidence and intrinsically linked to learner effort, engagement and application to learning.  The cause for concern will be instigated by the class teacher in a variety of ways, as detailed in the Level 1 & 2 Interventions, and recorded via the relevant Google Forms.

An Intervention Letter should be issued following a Level 2 Intervention.

If concerns continue and there is no evident improvement in learner progress at their current level, class teachers will discuss this with the learner and FH/PT.  FH/PT will complete the Change of Presentation proforma, sharing this with PT Pastoral, Year Head DHT, parent/carer and submit to the SQA Co-ordinator.

First Level Interventions

Teachers, FHs & PTs may carry out first level interventions in a variety of forms, which are generally instigated following a period of tracking or a referral of concern in relation to their progress.  The details of the intervention will be recorded and set out the strategies and actions required by the learner and any relevant supports provided by teaching and support staff.  The table details some First Level concerns, actions and interventions, though the list is not exhaustive .

FH/PT will complete the Intervention Level 1 Google Form to record the intervention and enable tracking of learner concerns and interventions across the school.

Second Level Interventions

The progress of a learner following a first level intervention will be monitored by the class teacher, FH/PT, PT Pastoral, Parent/Carer with a natural checkpoint that occurs within the school year.  This may take place at the next tracking period, a Parents Evening, following a planned assessment or following a period of planned coursework to be completed.  At this point, the learner's progress will be reviewed and discussed with the learner.  If there are a number of first level interventions for one learner, this review may take place with their PT Pastoral.  Following this review, second level interventions may be considered and specific review time frame established, so as to ensure appropriate course arrangements are in place.  

Formal correspondence will be issued to parents/carers to detail discussions that have taken place and required actions by the learner in support of their progress.

FH/PT will complete the Intervention Level 2 Google Form to record the intervention and enable tracking of learner concerns and interventions across the school.

Estimates & Appeals

Appeals process - general information.

Since the pandemic, the format and procedures relating to Appeals has changed every session.  In this section you will find the general information relating to gathering robust and credible evidence for appeals on an annual basis.  Additional information will be updated each year, to display procedures for coming academic year.

SQA are expected to announce NQ 2023 plans for appeals in January 2023.  This section of the website will be updated as and when further information is made available.

Alternative Assessment Arrangements & Supporting Evidence

Pupil Support: Guide to AAA Evidence

This is a guide to answer any questions you may have regarding requesting AAA for your pupils’ prelims and SQA exams.

It is a legal requirement to provide both supported and unsupported evidence as well as an E6 form for any pupil to receive AAA in their assessment. To do otherwise would be considered fraud on the grounds of giving a pupil a potentially unfair advantage in an exam situation and could have legal consequences.

Evidence must be provided for each pupil you wish to request. This must consist of both supported and unsupported evidence. This means in order for the SQA to verify the evidence you have submitted in support of an AAA request, you must be able to show that with support there was a significant difference in the mark or quality of a pupil’s work with support in class, in an assessment or prelim. This must be submitted alongside an E6 form.

What is appropriate evidence?

Appropriate evidence to submit can consist of-

Annotated Classwork - This should be marked in pen and be as simple as making a note of something like “Questions read aloud to class/pupil”, with the date and your initials also. This would show that the pupil you are bidding for, has a normal way of class working that involves being read to, and makes it appropriate evidence to grant a reader in their SQA exam. Alongside this would need to be another piece of work where they did not have questions read aloud and there was a notable difference in the quality/mark of their work.

NOTE: A sheet with nothing other than a grade would not be suitable to submit as it provides no context to the difference in a pupil’s mark. Marking breakdown should be included.

Professional Statement - If you teach a practical subject, written evidence may be difficult to produce. In this case a written professional statement from yourself stating the reasons as to why someone may need support in an exam will suffice. For example, if you had no physical evidence to submit, you would submit your E6 form alongside a Word document stating why in your professional opinion, a child would need AAA exam support. However, it should be noted that this is not an ideal form of evidence and there is a possibility the SQA may question it at a later date at which point the responsibility of that statement being the pupil’s exam evidence is solely on you as their teacher.

In Class Assessments - You may submit an in class assessment/test as exam evidence but it must show that with and without support there is again a significant difference in their mark. An assessment done with & without support would be required for this to be verified.

What to ask for?

There are a number of types of support you may request for pupils in exams. These consist of-

EXTRA TIME - Asking for extra time is very common, but we have to first consider the amount of time we request as well as considering the evidence to back up the request. Extra time is requested in percentages (25%, 50%) and the percentage time asked for is key. 25% extra time in a 1 hour exam is a considerably shorter time than asking for the same in a 3 hour exam. Consider the evidence you have submitted. Did your pupil need a whole extra period to complete it or did they need an extra 10 minutes the following day? When submitting evidence to request extra time, an incomplete piece of work will not suffice. The evidence must show that when given more time to complete the work, the pupil achieved better results. Ideally a change in colour of pen would show the work completed after the normal time has expired.

READER- Another common request. If asking for this, the best thing you can do is make sure that having questions or extended pieces of text read aloud is your pupil’s normal, everyday way of working. This could be a member of the Pupil Support Department reading text for them or it could be you the class teacher reading questions aloud to the class & noting on the pupil’s class work that this was the case. If you see a difference in a pupil’s results when they are read for in either of these ways, you have grounds to submit a request for a reader.

SCRIBE- This can be asked for if a pupil has poor handwriting, dyslexia, spelling difficulties, physical impairment etc. This is fairly easy to show evidence of. If the pupil’s own writing is difficult to understand or seems illegible you have your unsupported evidence there already. Supported evidence would be a similar piece of work where the pupil has been scribed for & receives a better mark in their work. Both pieces of evidence would be scanned and submitted to allow it to be verified. A scribe can be handwritten or typed.

ICT/DIGITAL PAPER- This could be requested in place of a scribe if a pupil with handwriting difficulties/dyslexia etc. struggles with the idea of vocalising their thoughts for someone else to write down. By typing their answer themselves they can alleviate this problem and any worries about communication with a scribe. If this is something you think would benefit your pupil, again make it their normal way of working in class. Have them use a laptop/iPad to write their answer and note on their work that it made a significant difference. ICT would be more suitable for someone with these difficulties who also suffers from anxiety about the exam hall or digital exam suite.

TRANSCRIPTION WITH CORRECTION - Transcription with correction consists of the pupil writing their paper themselves despite a difficulty with handwriting/spelling because they can formulate and process their thoughts better by writing them down. After this, a member of the Pupil Support Staff will type out the handwritten paper and correct any spelling/punctuation mistakes to make it more easily readable for a marker.

TRANSCRIPTION WITHOUT CORRECTION- This follows the same process as Transcription with Correction, however, in this instance the person typing out the handwritten paper will not correct any mistakes at all, no matter how small. This would be more likely to be requested for a subject like English where spelling & punctuation being corrected could potentially affect the mark. The person transcribing would also leave in things such as repetition or unmarked non-linear answering.

SEPARATE ACCOMMODATION- This would potentially be for a pupil who has issues with anxiety to do with exams & being in the hall who would benefit & achieve a better grade/mark if given a quiet, safe space to complete their exam. You can show evidence of this being a benefit to a pupil by requesting separate accommodation Pupil Support test or even just giving them a separate room within your department to complete an assessment. Again this shows that it is the pupil’s normal way of working and if it improves their marks, it will be appropriate evidence. You might also request this for a pupil who has difficulties with concentration, processing difficulties meaning they prefer to speak their answers aloud or also pupils with ADHD/ADD who may tap/fidget/move around etc.

PROMPT- A prompt is given to pupils who may have difficulties with processing information, lack focus and miss out questions without realising it then hand back their paper causing them to lose marks unnecessarily. They aren’t losing marks because of their lack of knowledge but because of a difficulty or need they have. A prompt will use either a verbal or image based system to keep these pupils on track to alert them when they may have missed something out, begun to extraneously repeat themselves or zone out. They might also suggest they read things over before doing the final hand over of their paper.

REST BREAKS- If a pupil has a medical condition that means they might become fatigued or may need toilet breaks, it can be arranged that a pupil who would likely be in separate accommodation, can receive supervised toilet or rest breaks to allow them to be more comfortable. Evidence for this would involve a medical letter that confirms the pupil’s condition. Supported & unsupported written evidence would not be required in this instance.

If a pupil asks for AAA but you as a teacher feel it’s not the best course of action for them or they have had it in the past and you think they no longer need it, you should still submit an E6 form with evidence of their work showing the AAA they are asking for makes no significant difference to their mark.

If you have any questions regarding AAA please don’t hesitate to contact a member of the Pupil Support department via e-mail or please feel free to visit the department and ask one of our team in person.

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• DMITRY KORCHAK Playlist 57 great video clips

FULL DMITRY KORCHAK Playlist 57 great video clips

Information on the Performance

• Work Title: DMITRY KORCHAK Playlist   
• Composer: various   
• Libretto: various     Libretto Text, Libretto Index
• Venue & Opera Company: various  
• Recorded: various
• Type: Staged Opera Live
• Singers: Dmitry Korchak
• Conductor: various   
• Orchestra: various  
• Stage Director:   
• Costume Designer:   

Information about the Recording

• Published by: OoV   
• Date Published: 2023   
• Format: Streaming
• Quality Video: 3 Audio: 3
• Subtitles: nosubs   
• Video Recording from: YouTube      FULL VIDEO

ADDITIONAL INFORMATION ON THIS PERFORMANCE

Dmitry Korchak (born February 19, 1979 in Elektrostal/Moscow Oblast) is a Russian tenor and conductor.

Korchak received his musical education at the Moscow Choral Academy. In 2004 he won prizes at the “Francisco Viñas” International Singing Competition in Barcelona and at the Plácido Domingo Operalia International Competition in Los Angeles.

As a singer he has appeared at La Scala in Milan, the Vienna State Opera, the Berlin State Opera Unter den Linden, the Paris Opera Bastille, London’s Covent Garden and New York’s Carnegie Hall. He has collaborated with artists such as Daniel Barenboim, Riccardo Chailly, Plácido Domingo, Lorin Maazel, Zubin Mehta and Kent Nagano.

From 2017 to 2020, Dmitry Korchak was Principal Guest Conductor at the Novosibirsk Academic Opera and Ballet Theater, where he directed his own festival, and Guest Conductor at the Mikhailovsky Theater in Saint Petersburg.

Korchak has made several guest appearances at the Kissinger Sommer, the Salzburg Festival and the Rossini Festival in Pesaro, where he also worked as a conductor. Korchak also worked with the Bavarian Radio Orchestra and the Chicago Symphony Orchestra, among others.

Comment ( 1 )

Thank you for this, he’s brilliant!

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