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It revisits an integrated approach linking language and literature, grounded in stylistics and stylistic concepts. The session connects ideas to AO1 and AO2, examines student performance data from AS Paper 1 Section A (June 2016), and discusses terminology, transition between levels, re-creative writing confidence, and available support and services around results day 2017.",{"@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/aims-summer-2017-aqa-asa-level-english-language-and-literature-77067707/623113/",{"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/aims-summer-2017-aqa-asa-level-english-language-and-literature-77067707/623113.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/vnd.openxmlformats-officedocument.presentationml.presentation","2026-11-06","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching purpose does the session's “Aims” state for the AQA AS/A-level specification?","Question",{"text":112,"@type":113},"It aims to revisit the specification’s underlying principles, consider insights into student performance, and build confidence in understanding, applying concepts and terminology, including re-creative writing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are AO1 and AO2 positioned within the assessment framework?",{"text":117,"@type":113},"The underlying principles are inherent in the assessment objectives, and at A-level AO1 and AO2 are equally weighted, with combined carry 56% of the marks for the qualification.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the session say about student challenges and the use of terminology for AO1?",{"text":121,"@type":113},"AO1 is described as more challenging for many students, and terminology needs to be used accurately as a tool to explore how meaning is created, rather than feature-spotting or using labels for their own sake.","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},623113,1792502495,{"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":29,"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},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Copyright © AQA and its licensors. All rights reserved.\nEnglish Hub School networks\nAS/A-level English Language and Literature (7706/7707)\nSlide 1\nSummer 2017\nAims\nCopyright © AQA and its licensors. All rights reserved.\nTo revisit the specification's underlying principles\nTo consider insights of student performance at AS-level (2016 series)\nTo explore how to build confidence in understanding and application of concepts and terminology (AO1)\nTo explore how to build confidence and skill in re-creative writing\nTo engage with student responses and examiner commentaries\nTo reflect on delivering the course with opportunities to share best practice\nTo know the services available on and after results day 2017\nStructure of the session\nIntroduction – re-visit the specification's underlying principles\nTransition and terminology\nTextual Intervention\nReflection and future planning\nSummer 2017 results\nSupport and resources available\nSlide 2\nCopyright © AQA and its licensors. All rights reserved.\nFollow us on Twitter @AQACPD.\nIntroduction\nCopyright © AQA and its licensors. All rights reserved.\nUnderlying principles of the AS/A-level English Language and Literature specification\nAQA AS/A-level English Language and Literature is…\nCopyright © AQA and its licensors. All rights reserved.\nA holistic, contemporary approach to the study of English\nAn integrated subject - two strands ‘language’ and ‘literature’ are pulled together/interwoven\nInformed by academic field of Stylistics\nCoherent – there’s a thread running through the spec which is embedded in the key concepts:\nGenre\nNarrative\nRepresentation\nRegister\nPoint of view\nCharacterisation\nLiterariness\nAQA AS/A-level English Language and Literature believes that…\nCopyright © AQA and its licensors. All rights reserved.\nthe best form of literary criticism is grounded in linguistics\nthe best analyses are rooted in the language of the text, are focused and systematic\ninvites students to learn a range of terminology\nrewards students for precision\nthere’s no hierarchy of language levels\nDiscussion activity:\nCan you identify something you’ve done in your teaching that reinforces this ethos?\nLink to AOs\nCopyright © AQA and its licensors. All rights reserved.\nThese underlying principles are inherent in the assessment objectives\nAO1 and AO2 are equally-weighted at A-level\nCombined carry 56% of the marks for the qualification\nAO\nDescription\nAO1\nApply concepts and methods from integrated linguistic and literary study as appropriate, using associated terminology and coherent written expression\nAbility to describe language features using terminology accurately, explore texts in a systematic way\nAO2\nAnalyse ways in which meanings are shaped in texts\nAbility to explain how the features identified contribute to a sense of meaning – interpretation\nAS-level English Language and Literature Paper 1 Section A Imagined Worlds\nCopyright © AQA and its licensors. All rights reserved.\nThe graphs below show how students performed on AO1 compared to AO2 on June 2016 AS-level Paper 1 Section A Q3 A Handmaid’s Tale\nLook at both graphs. What can you deduce about students’ performance on this question?  What might these graphs tell us?\nAS-level English Language and Literature Paper 1 Section A Imagined Worlds\nCopyright © AQA and its licensors. All rights reserved.\nQ3\nMax\nMark\nCands\nMean\nWhat this means?\nAO1 apply concepts and methods … using terminology (description)\n20\n2672\n9.05\nless than half the marks\nAO2 analyse meanings (interpretation)\n15\n2672\n7.77\nmarginally above half marks\nFocusing on AO1\nCopyright © AQA and its licensors. All rights reserved.\nThere’s a steep transition from mark 8 to 9 which marks the threshold between Level 2 and Level 3. The spike at 9 marks tells us many students were performing well enough to get into the bottom of Level 3.\nFocusing on AO1\nCopyright © AQA and its licensors. All rights reserved.\nDiscussion\nLook at the Level 2 and Level 3 descriptors in mark scheme, page 28.\nCan you identify a student ","cbCaigh6uY7MU4lN","https://ap.wps.com/l/cbCaigh6uY7MU4lN","pptx",2037843,41,"English","# Structure of the session\n## Introduction – re-visit the specification's underlying principles\n## Transition and terminology\n## Textual Intervention\n## Reflection and future planning\n## Summer 2017 results\n## Support and resources available\n# Introduction\n## Underlying principles of the AS/A-level English Language and Literature specification\n## AQA AS/A-level English Language and Literature believes that…\n# Link to AOs\n## AO1 and AO2 overview\n## AO1 apply concepts and methods… using associated terminology\n## AO2 analyse ways in which meanings are shaped in texts\n# Summer 2017 results\n## Focusing on AO1 and terminology transition\n## Building confidence with AO1\n# AO1 in action\n## Let’s look at a student response\n## The Definite Article","[{\"question\":\"What teaching purpose does the session's “Aims” state for the AQA AS/A-level specification?\",\"answer\":\"It aims to revisit the specification’s underlying principles, consider insights into student performance, and build confidence in understanding, applying concepts and terminology, including re-creative writing.\"},{\"question\":\"How are AO1 and AO2 positioned within the assessment framework?\",\"answer\":\"The underlying principles are inherent in the assessment objectives, and at A-level AO1 and AO2 are equally weighted, with combined carry 56% of the marks for the qualification.\"},{\"question\":\"What does the session say about student challenges and the use of terminology for AO1?\",\"answer\":\"AO1 is described as more challenging for many students, and terminology needs to be used accurately as a tool to explore how meaning is created, rather than feature-spotting or using labels for their own sake.\"}]","Aims - Summer 2017 - AQA AS/A-level English Language and Literature (7706/7707) | PPTX",1792467786,103]