[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-623286-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-623286-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","approaching-a-level-english-specifications-case-studies","APPROACHING A-LEVEL ENGLISH SPECIFICATIONS - CASE STUDIES","","Approaching A-level English specifications: case studies compiles contributor-led teaching notes and classroom strategies for English Literature A and B. It focuses on using “unseen extracts” for paper 2 section B, training students to respond to AQA assessment objectives using command words, and guiding method-focused analysis rather than stylistic ticking lists or unsupported technical description. Detailed discussion of Love through the ages resources includes example extracts and questions about fidelity, narrative voice, structure, setting, and dialogue.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/approaching-a-level-english-specifications-case-studies/623286/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/approaching-a-level-english-specifications-case-studies/623286.png","ImageObject",300,407,{"name":42,"@type":43},"ahduag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How are unseen extracts used for English Literature A and paper 2 section B?","Question",{"text":62,"@type":63},"Unseen extracts are selected from a range of texts in the Love through the ages resource pack. Students research and then respond to tasks that require close reference to the extract, particularly focusing on themes and writer methods.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What do the teaching notes recommend regarding AQA command words and question scope?",{"text":67,"@type":63},"The notes recommend unpicking questions using AQA’s command words to help students understand exactly what the assessment demands. Familiarity with question structure is used to prevent losing marks by failing to address assessment objectives.",{"name":69,"@type":60,"acceptedAnswer":70},"What shift in mark scheme focus does Cathi highlight, and how should students respond?",{"text":71,"@type":63},"Cathi notes that the mark scheme no longer emphasises language, form and structure wording, but instead talks about methods. Students are advised to avoid tick lists and to discourage stylistic analysis that does not refer back to the narrative itself.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},623286,1792483311,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":112,"preview_page_count":4},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Approaching A-level English specifications  \nCase studies  \nCathi Allison Anna Hunt  \nFind out more  \n[aqa.org.uk/english](aqa.org.uk/english)  \nAbout the contributors  \nCathi Allison is a Head of Department, teaching English Literature to A-level in a moderately sized secondary school in Croydon. She has worked as a senior examiner and moderator on the last four AQA A-level Literature specifications and is currently an AQA English advocate, NEA adviser and senior examiner for the new specification’s paper 1 at AS. Cathi is delivering the co-teachability Literature A course.  \nAnna is a practising English teacher and Head of Faculty at a large upper school in Leicester. She teaches a number of A-level English Literature groups every academic year. She also works as an AQA English advocate for GCSE and A-level and is an assistant lead examiner for AS Literature B paper 2A (Tragedy: Poetry and Prose) . This year Anna has chosen to focus on Aspects of tragedy and elements of crime writing for the modules.  \nAPPROACHING A-LEVEL ENGLISH SPECIFICATIONS: CASE STUDIES  \nContents  \nEnglish Literature A: unpacking Love through the ages  \nCathi outlines her preferred resources for independent learning from the Love through the ages resource pack.  \nEnglish Literature B: which resources?  \nAnna shares which items she used, and how she’s used them.  \nEnglish in the classroom:  \npromoting independent learning  \nCathi offers some practical notes on independent learning approaches for her cohorts.  \nEnglish Literature A: unpacking Love through the ages  \nCathi Allison  \nExtracts  \nThe Love through the ages resource pack 1 contains extracts from unseen texts and these are useful for paper 2 section B. We made use of the piece from The Rotters’ Club 2 , a text which we didn’t otherwise plan to study, and as a class we explored how questions are framed around attitudes to, and experiences of, love. With this extract, we started with the below instruction.  \n“Examine the view that Coe presents men and women as having different attitudes to fidelity in this extract.  \nMake close reference to the writer’s methods in your response”.  \nTo me, this is not a two-part task. I feel it’s asking students to look at the content of the extract in a specific way; ie the focus is on fidelity and how attitudes are presented differently. It also suggests that in order to explore this, students must look at authorial methods.  \nOften students focus on both describing and narrating the content, or stylistically examining technical features, without referring to what the author has actually conveyed to the reader.  \nUsing the extracts to teach unseen  \nUnpicking questions using AQA’s Command words bulletin 3 , was useful for training students to scope their answers for the right task. For us, some students were known to miss out on marks in the exam due to a failure to address the assessment objectives; and so familiarity with the structure of questions will help them to avoid this.  \nTeachers may have noticed that the mark scheme no longer talks about language, form and structure, but about methods. Students should be dissuaded from using a tick list, so we found it best to avoid acronyms. We also made an effort to dissuade students from stylistic analysis without referring to the narrative itself.  \nWe allocated an unseen extract to students and asked them to research it.  \nUnseen extracts include pieces from:  \n• The Great Gatsby 4  \n• Far from the Madding Crowd 5  \n• Persuasion 6  \n• The Awakening 7  \n• Atonement 8  \n• The Rotters’ Club 2  \nAPPROACHING A-LEVEL ENGLISH SPECIFICATIONS: CASE STUDIES  \n1 The Love through the ages resource pack  \n[aqa.org.uk/lit/lovepack](aqa.org.uk/lit/lovepack)  \n2 The Rotters’ Club extract  \n[aqa.org.uk/lita/rotterextract](aqa.org.uk/lita/rotterextract)  \n3 Command words bulletin  \n[aqa.org.uk/lita/commandwords1](aqa.org.uk/lita/commandwords1)  \n4 The Great Gatsby extract  \n[aqa.org.uk/lita/gatsbyextract](aqa.org.uk/lita/gatsbyex","cbCainNlSLjyoZ4v","https://ap.wps.com/l/cbCainNlSLjyoZ4v","pdf",929970,12,"English","# English Literature A: unpacking Love through the ages\n## Cathi outlines preferred resources for independent learning\n## Extract-based close reference and fidelity\n## Using extracts to teach unseen\n# English Literature B: which resources?\n## Anna shares how items are used\n# English in the classroom: promoting independent learning\n## Practical notes on independent learning approaches","[{\"question\":\"How are unseen extracts used for English Literature A and paper 2 section B?\",\"answer\":\"Unseen extracts are selected from a range of texts in the Love through the ages resource pack. Students research and then respond to tasks that require close reference to the extract, particularly focusing on themes and writer methods.\"},{\"question\":\"What do the teaching notes recommend regarding AQA command words and question scope?\",\"answer\":\"The notes recommend unpicking questions using AQA’s command words to help students understand exactly what the assessment demands. Familiarity with question structure is used to prevent losing marks by failing to address assessment objectives.\"},{\"question\":\"What shift in mark scheme focus does Cathi highlight, and how should students respond?\",\"answer\":\"Cathi notes that the mark scheme no longer emphasises language, form and structure wording, but instead talks about methods. Students are advised to avoid tick lists and to discourage stylistic analysis that does not refer back to the narrative itself.\"}]","APPROACHING A-LEVEL ENGLISH SPECIFICATIONS - CASE STUDIES | PDF",1792468063]