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The pack outlines structured classroom activities focused on AO2 critical understanding, including generating and evaluating view statements, engaging with view statements through guided discussion strategies, and using mark schemes and critical linguistic extracts from published writers. It includes practical instructions, dataset references, and appendices with example data, mark schemes, and writing teaching approaches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-level-english-language-hub-schools-network-meeting-paper-1-section-b-child-language-development-spring-2019/623264/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-level-english-language-hub-schools-network-meeting-paper-1-section-b-child-language-development-spring-2019/623264.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of Paper 1 Section B in this pack?","Question",{"text":112,"@type":113},"It focuses on child language development, specifically building AO2 critical understanding of concepts and issues relevant to children’s language development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Activity 1 help students with AO2 critical understanding?",{"text":117,"@type":113},"Students generate view statements by using the mark scheme and critical linguistic extracts, then link the data to indicative comments to justify their perspectives.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the tea party activity in Activity 2 require?",{"text":121,"@type":113},"Students use a displayed view statement and work with blank A3 planning sheets plus “Approaches to teaching writing” cards to discuss and respond to different views before sharing with other approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},623264,1792502554,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":36,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","A-level  \nEnglish Language  \nHub schools network meeting  \nPaper 1 Section B: Child language development  \nPublished: Spring 2019  \nContents  \n\n| Contents | Page |\n| --- | --- |\n| Activity 1 : Generating view statements | 4 |\n| Activity 2: Engaging with view statements – various | 6 |\n| Activity 3 : Learning from student examples | 9 |\n| Activity 4: Engaging with the data – following on from the tea party | 10 |\n| Activity 5 : Engaging with the data – asking questions of the data | 11 |\n| Activity 6 : Learning from student examples | 12 |\n| Activity 7: Students self/peer assess AO1 and improve | 13 |\n| Appendix A: Example possible data | 14 |\n| Appendix B: Mark schemes; Critical Linguistic Extracts: Topical examples from the media | 15 |\n| Appendix C: ‘Approaches to teaching writing’ cards and ‘AO2 development of children’s writing’ cards | 30 |\n| Appendix D: Learning from student examples | 35 |\n\nActivity 1 :  \nGenerating view statements  \nUsing the mark scheme and/or critical linguistic extracts  \nThis is an activity which you can do with your students in order to help them think more widely around AO2 critical understanding of concepts and issues relevant to children’s language development.  \nYou will need:  \n• Example view statements (Appendix B page 15)  \n• Example possible data 6 (Appendix A page 14 and inserts from past/legacy papers)  \n• 7702/1 Paper 1 Section B Question 5 AO2 Mark Scheme June 2017 & 2018 (Appendix Bpp.16-23)  \n• Critical linguistic extracts: Ideas about the role of reading to support written language development (Appendix B pp.24-29)  \no Good Writers by Pie Corbett (The National Strategies/Primary 2008)  \no Writing for Pleasure by Michael Rosen (Blog Feb 2018)  \no How Genre Theory Saved the World by Michael Rosen (Blog Dec 2011)  \no Approaches to Writing Instruction in Elementary Classrooms by Vicki McQuitty  \no Vygotsky and the Teaching of Writing by Barbara J. Everson Instructions:  \nUse the following data from the ENB6 June 2008 question paper insert:  \n\n| Ideas about the role of reading to support written development |\n| --- |\n| Text C is from the opening of Where the Wild Things Are by Maurice Sendak. Text D is an extract from a storybook written by William (5 years) . He wrote it at home after reading Text C with his parents. (ENB6 June 2008) |\n\nUsing the mark scheme:  \n• Look at June 2017 and 2018 mark schemes for Question 5 AO2 and identify a possible focus for the view statement. You might find it helpful to turn the indicative comment into questions. For example: ‘comment on contextual and cultural aspects’ (Level 4 , 2018) = What is the significance of contextual and cultural aspects on children’s writing development?  \n• Thought shower possible view statements which link the data to the indicative comment in the mark schemes.  \nUsing critical linguistic extracts:  \n• Look at ‘linguistic critical extracts: ideas about the role of reading to support written development’ (pp.24-26) .  \n• Allocate one extract per individual/pairs.  \n• Highlight possible comments which could be used in the view statement.  \n• Collate suggestions and discuss which one/s would make a good view statement for this particular dataset and why. You might find it useful to refer back to the mark schemes to justify your selections.  \n• Ideally the critical extracts will generate statements which present different viewpoints and will lead to interesting preplanning discussions.  \n• Consider whether you can use the quotation verbatim or whether you need to rewrite the comment to include an [evaluative term. eg](evaluative term. eg) ‘more important than’. Refer to the ‘Example view statements’ as a guide.  \nActivity 2:  \nEngaging with view statements  \nThese suggested activities are all ways of encouraging students to engage with a given view in a statement.  \nThe following view statement corresponds to the Dataset 6 (Appendix A page 14 and the ENB6 June 2008 question paper insert)  \n\n| View statement- |\n| --- |\n| ‘Surroun","cbCaijzOO83kxXqr","https://ap.wps.com/l/cbCaijzOO83kxXqr","pdf",428531,"English","# Activity 1: Generating view statements\n## Using the mark scheme\n## Using critical linguistic extracts\n# Activity 2: Engaging with view statements\n## Tea party activity using planning cards\n# Activity 3: Learning from student examples\n# Activity 4: Engaging with the data – following on from the tea party\n# Activity 5: Engaging with the data – asking questions of the data\n# Activity 6: Learning from student examples\n# Activity 7: Students self/peer assess AO1 and improve\n# Appendix A: Example possible data\n# Appendix B: Mark schemes; Critical Linguistic Extracts\n# Appendix C: Approaches to teaching writing cards and AO2 development cards\n# Appendix D: Learning from student examples","[{\"question\":\"What is the focus of Paper 1 Section B in this pack?\",\"answer\":\"It focuses on child language development, specifically building AO2 critical understanding of concepts and issues relevant to children’s language development.\"},{\"question\":\"How does Activity 1 help students with AO2 critical understanding?\",\"answer\":\"Students generate view statements by using the mark scheme and critical linguistic extracts, then link the data to indicative comments to justify their perspectives.\"},{\"question\":\"What does the tea party activity in Activity 2 require?\",\"answer\":\"Students use a displayed view statement and work with blank A3 planning sheets plus “Approaches to teaching writing” cards to discuss and respond to different views before sharing with other approaches.\"}]","A-level English Language Hub schools network meeting - Paper 1 Section B: Child language development - Spring 2019 | PDF",1792468023,101]