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Spring 2020  \n| |\n| --- |\n| Hub school network meeting: A-level English Literature B |\n| Presented by Spring 2020\u003Cbr>\u003Cbr>|\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| Session focus |  |  |\n| --- | --- | --- |\n| Preparing for the unseen extracts\u003Cbr>• Paper 1: Shakespeare\u003Cbr>• Paper 2 |  |  |\n| 4 | Copyright © AQA and its licensors. All rights reserved. | |\n\nPaper 1: Shakespeare unseen extract  \n5  \nCopyright © AQA and its licensors. All rights reserved.  \n| Key points from the 2019 Report on the exam |  |  |\n| --- | --- | --- |\n| What are successful students doing?\u003Cbr>• Revising their texts thoroughly – secure, sound knowledge of character, plot, genre etc. They know the‘facts’, as it states in the report.\u003Cbr>• Confidently engaging with the dramatic narrative: what’s just happened? What’s happening in the passage? What’s about to happen next?\u003Cbr>• Responding in a focused way to the task set.\u003Cbr>• Carefully selecting relevant points from the extract – specifically points that allow them to write about the text as a drama.\u003Cbr>• Making relevant, appropriate links to the wider play. |  |  |\n| 6 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Key points from the 2019 Report on the exam |  |  |\n| --- | --- | --- |\n| What are the ongoing issues?\u003Cbr>• Making references to the wider play and then drifting away from the focus on the passage.\u003Cbr>• Not selecting points to write about very wisely; sometimes missing or avoiding the most relevant, pertinent points.\u003Cbr>• Not securely understanding the finer details of the passage: who is being referred to? Who is there, but not speaking?\u003Cbr>(continued on following slide) |  |  |\n| 7 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Key points from the 2019 Report on the exam |  |  |\n| --- | --- | --- |\n| What are the ongoing issues?\u003Cbr>• Not securely understanding the finer details of the play, which can lead to sweeping statements when engaging with a passage.\u003Cbr>• Students remembering work they’ve done in class or on past papers, and trying to link that work to the passage in front of them. |  |  |\n| 8 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Sharing experiences, generating discussion |  |  |\n| --- | --- | --- |\n| • What do lower ability students find the most challenging when they are dealing with the Shakespeare passage?\u003Cbr>• Why do some students find it difficult to progress beyond the middle bands?\u003Cbr>• What targets do we set our higher achieving students?\u003Cbr>• What do they find easier than the lower ability students? |  |  |\n| 9 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Tracking the narrative |  |  |\n| --- | --- | --- |\n| • When starting the Shakespeare play, it might be useful for students to start tracking the story and the plot from the very beginning – even getting some ideas together before they’ve read anything.\u003Cbr>• This can often support lower ability students as it prepares them for something that they are probably feeling quite intimidated by. |  |  |\n| 10 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Tracking the narrative |  |  |\n| --- | --- | --- |\n| ‘A well-respected soldier and a newly married man, Othello seems to have it all; however, when his close friend and colleague plants doubt in his mind about his wife’s faithfulness and honesty, Othello is gradually consumed by lies, becoming a shadow of his former self. In this moving tragedy, innocence is destroyed a","cbCaidejyuWLnJdf","https://ap.wps.com/l/cbCaidejyuWLnJdf","pdf",2128793,"English","# Welcome\n# Session focus\n## Paper 1: Shakespeare unseen extract\n# Key points from the 2019 Report on the exam\n## What are successful students doing?\n## What are the ongoing issues?\n# Sharing experiences, generating discussion\n# Tracking the narrative\n# Annotating and building notes\n# Dealing with the passage: fishbowl activity\n# From fishbowl to first paragraph","[{\"question\":\"What is the session focus for the hub school network meeting?\",\"answer\":\"The session focuses on preparing for the unseen extracts, especially Paper 1: Shakespeare.\"},{\"question\":\"Which behaviours from the 2019 Report are linked to student success?\",\"answer\":\"Successful students revise their texts thoroughly, engage confidently with dramatic narrative, respond to the task in a focused way, select relevant extract points, and make appropriate links to the wider play.\"},{\"question\":\"What ongoing issues are identified as preventing progress?\",\"answer\":\"Common issues include drifting away from the passage after referencing the wider play, not selecting the most pertinent points, and not securely understanding finer details—sometimes leading to sweeping statements or ineffective linking to prior work.\"}]","A-level English Literature B - Hub school network meeting - Spring 2020 | PDF",1792468058]