[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-623276-105":59,"doc-detail-623276-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-level-english-literature-a-hub-school-network-meeting-spring-2020","A-level English Literature A - Hub school network meeting - Spring 2020","","AQA A-level English Literature A hub school network meeting presentation (published Spring 2020) focusing on transitioning from explanation to analysis for unseen prose and exam texts. It outlines approaches for developing analysis in Paper 2 unseen prose and Paper 1 unseen poetry, emphasizing writer methods, timing, relevance to the question, and encouraging students to foreground the writer. It provides activity ideas (war vs modern) and detailed guidance on narrative arc, voice, sequencing, setting, objects, focus, agency, and effective introductions linked to the question focus.",{"@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-literature-a-hub-school-network-meeting-spring-2020/623276/",{"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-literature-a-hub-school-network-meeting-spring-2020/623276.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":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How should students approach unseen prose analysis within the 50-minute time limit?","Question",{"text":112,"@type":113},"Students should resist starting to write too soon, spending at least 10 minutes reading and exploring. They then begin with a concise overview linked to the question focus before analyzing writer methods and effects.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are key strategies to move beyond explanation in unseen prose?",{"text":117,"@type":113},"Make everything relevant to the question, limit discussion to encourage detail, and always foreground the writer. Encourage students to identify how the writer explores modern concepts or war-related concepts and link these to the question.",{"name":119,"@type":110,"acceptedAnswer":120},"Which textual elements should students examine when analysing unseen prose?",{"text":121,"@type":113},"Focus on voice, sequencing, focus/lens placement, setting and place, objects and physical descriptions, imagery/figurative language, agency and power, liminal spaces, and narrative arc—especially beginnings and endings.","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},623276,1792502552,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","A-level  \nENGLISH LITERATURE A  \nHub school network meeting  \nPresentation slides  \nPublished: Spring 2020  \n| |  |\n| --- | --- |\n| A-level English Literature A: Hub school network meeting |  |\n| Presented by Spring 2020 | |\n\n| Welcome |  |  |\n| --- | --- | --- |\n| |  |  |\n| 2 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| This event will be recorded |  |  |\n| --- | --- | --- |\n| Exam boards have an Ofqual requirement to record event audio.\u003Cbr>Recordings are kept for the lifetime of the specification and not shared as an accompaniment to session resources.\u003Cbr>The recording will begin now. |  |  |\n| 3 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Overview of the session |  |  |\n| --- | --- | --- |\n| Moving from explanation to analysis\u003Cbr>• Approaches to developing analysis\u003Cbr>• Paper 2: unseen prose\u003Cbr>• Paper 1: unseen poetry |  |  |\n| 4 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Ways to approach unseen prose analysis |  |  |\n| --- | --- | --- |\n| • Writers’ methods are the best way in.\u003Cbr>• Read with focus of question in mind.\u003Cbr>• Remember timing: only 50 minutes.\u003Cbr>• Whilst reading, consider methods and concepts of modern/war writing.\u003Cbr>• Consider how contexts can be linked to wider concepts as well as general knowledge and understanding of context. |  |  |\n| 5 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Approaches to analysis continued |  |  |\n| --- | --- | --- |\n| • Make everything relevant to the question set.\u003Cbr>• Limit discussion to encourage detail.\u003Cbr>• Less is more.\u003Cbr>• An alternative introduction might be to place passage in context first then move into AO2 analysis. |  |  |\n| 6 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Approaches continued |  |  |\n| --- | --- | --- |\n| • Ask students to attempt to find ways in which the writer explores concepts of modern literature or concepts of the literature of war and link to the question set.\u003Cbr>• Always foreground the writer as this will help to prevent an explanation of the passage and encourage analysis of methods and effect. |  |  |\n| 7 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Activity 1 |  |  |\n| --- | --- | --- |\n| • Divide into groups of either War or Modern times.\u003Cbr>• Read the extracts in the Resources booklet, either:\u003Cbr>o Twelve Days on the Somme for War (page 8)\u003Cbr>o Stoner for Modern times (page 12) .\u003Cbr>• In groups, discuss what approaches you might take to encourage students to move beyond explanation.\u003Cbr>• Feed back to the whole group. |  |  |\n| 8 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Unseen prose and exam texts |  |  |\n| --- | --- | --- |\n| Some things which may be useful to explore\u003Cbr>• Voice\u003Cbr>• Sequencing (including dialogue and description)\u003Cbr>• Focus\u003Cbr>• Setting and place\u003Cbr>• Objects/physical descriptions\u003Cbr>• Imagery/figurative language\u003Cbr>• Agency and power\u003Cbr>• Liminal spaces\u003Cbr>• Narrative arc\u003Cbr>• Beginnings and endings |  |  |\n| 9 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Unseen prose advice |  |  |\n| --- | --- | --- |\n| • Students are advised to resist the urge to start writing too soon. They should be spending at least 10 minutes reading and exploring the text.\u003Cbr>• Responses should begin with a concisely articulated overview of what is happening in the extract in relation to the question focus (eg Modern times: insecurity, alienation; War: camaraderie, duty) . This can only be achieved if they take time to explore the text before starting to write. |  |  |\n| 10 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Unseen prose continued |  |  |\n| --- | --- | --- |\n| • Encourage students to read the information the exam paper gives them about the extract, eg when it was written, who wrote it, and what the situation is/who the characters are and their relationship to each other.\u003Cbr>• A way in is to give an overview of what is happening in the extra","cbCaijMGAh3Yp4CY","https://ap.wps.com/l/cbCaijMGAh3Yp4CY","pdf",1134966,22,"English","# Overview of the session\n## Approaches to developing analysis\n# Ways to approach unseen prose analysis\n## Approaches to analysis continued\n# Activity 1\n## Unseen prose and exam texts\n# Unseen prose advice\n## Unseen prose continued\n# Points for students to keep in mind","[{\"question\":\"How should students approach unseen prose analysis within the 50-minute time limit?\",\"answer\":\"Students should resist starting to write too soon, spending at least 10 minutes reading and exploring. They then begin with a concise overview linked to the question focus before analyzing writer methods and effects.\"},{\"question\":\"What are key strategies to move beyond explanation in unseen prose?\",\"answer\":\"Make everything relevant to the question, limit discussion to encourage detail, and always foreground the writer. Encourage students to identify how the writer explores modern concepts or war-related concepts and link these to the question.\"},{\"question\":\"Which textual elements should students examine when analysing unseen prose?\",\"answer\":\"Focus on voice, sequencing, focus/lens placement, setting and place, objects and physical descriptions, imagery/figurative language, agency and power, liminal spaces, and narrative arc—especially beginnings and endings.\"}]","A-level English Literature A - Hub school network meeting - Spring 2020 | PDF",1792468052,55]