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Activities compare chosen threshold concepts, relate them to assessment objectives, and examine progression and examiner-report perspectives on using structure effectively.",{"@graph":14,"@context":73},[15,34,56],{"@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/gcse-english-language-autumn-2021-introduction-and-threshold-concepts/623320/",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/gcse-english-language-autumn-2021-introduction-and-threshold-concepts/623320.png","ImageObject",300,407,{"name":42,"@type":43},"CatatanPagi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is a threshold concept in this presentation?","Question",{"text":63,"@type":64},"A threshold concept is described as a portal-like shift to a new way of thinking that transforms understanding and enables learners to progress without which advancement is blocked.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why is “structure” treated as a threshold concept?",{"text":68,"@type":64},"The presentation argues that structure supports co-teaching and helps learners develop a transformed approach to understanding texts, especially through narrative structure and narrative dynamics.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the presentation connect structure to assessment objectives?",{"text":72,"@type":64},"It prompts a comparison between assessment objectives for GCSE English Language and GCSE English Literature and threshold concepts, asking how far assessment objectives are informed by them and where they overlap.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},623320,1792590163,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"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":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"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":55,"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":145,"preview_page_count":4},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","GCSE English Language  \nVirtual communities   \nAutumn 2021   \n| Welcome |  |  |\n| --- | --- | --- |\n| |  |  |\n| 2 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Introduction and aims |  |  |\n| --- | --- | --- |\n| This presentation explores the idea of threshold concepts, and the importance of structure for the co-teachability of GCSE English Language and English Literature.\u003Cbr>Aims\u003Cbr>1. To consider threshold concepts as a way of thinking about English Language and Literature\u003Cbr>2. To consider the importance of ‘structure’ as a threshold concept\u003Cbr>3. To discuss how (and when) we teach ‘structure’\u003Cbr>4. To think about narrative ‘structure’ in terms of time and space\u003Cbr>5. To examine the idea of ‘narrative dynamics’ and apply it to a reading of a fiction text |  |  |\n| 3 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| What are the core skills for success in GCSE English Language and Literature? |  |  |\n| --- | --- | --- |\n| \u003Cbr>Essential\u003Cbr>\u003Cbr>Desirable\u003Cbr>\u003Cbr>Enrichment\u003Cbr>|  |  |\n| 4 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\nThreshold concepts  \nA threshold concept is akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress.  \n‘Threshold Concepts and Troublesome Knowledge 1 – Linkages to Ways of Thinking and Practising’in Improving Student Learning – Ten Years On by Meyer J H F and Land; edited by Charles Rust The Oxford Centre for Staff Learning and Development (OCSLD), Oxford Brookes University, 2003  \n5  \nCopyright © 2021 AQA and its licensors. All rights reserved  \n| Threshold concepts\u003Cbr>• Transformative • Troublesome • Irreversible • Integrative • Discursive |  |  |\n| --- | --- | --- |\n| 6 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Activity one |  |  |\n| --- | --- | --- |\n| • Which of these concepts would you consider to be ‘threshold concepts’?\u003Cbr>• Choose three\u003Cbr>|  |  |\n| 7 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Writing on threshold concepts |  |  |\n| --- | --- | --- |\n| On page 4 of your booklet, you will find recent authors that have written about threshold concepts.\u003Cbr>How do these compare to your selection of threshold concepts in the previous activity? |  |  |\n| 8 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Threshold concepts versus assessment objectives |  |  |\n| --- | --- | --- |\n| Please refer to page 5 of the booklet to find assessment objectives for GCSE English Language and GCSE English Literature\u003Cbr>1. To what extent are assessment objectives informed by threshold concepts?\u003Cbr>2. Where do the assessment objectives and threshold concepts overlap? |  |  |\n| 9 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\nLet’s focus on narrative structure as a threshold concept  \n10  \nCopyright © 2021 AQA and its licensors. All rights reserved.  \n| Why structure?\u003Cbr>• Fiction • Analysis • Non-fiction • Rhetoric • Poetic form • Moving images • Production • Drama texts • Computer games • Graphic novels • Still images |  |  |\n| --- | --- | --- |\n| 11 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Why structure? |  |  |\n| --- | --- | --- |\n| Ian Warwick (in his essay Some Key Threshold concepts for English for London Gifted & Talented, [londongt.org](londongt.org))\u003Cbr>• mythos (conscious construction of plot)\u003Cbr>• catharsis (empathy and understanding of character)\u003Cbr>• ethos (a text’s inherent values)\u003Cbr>• mimesis (art as a distorted mirror on life)\u003Cbr>• phronesis (the contextual significance of a text) .\u003Cbr>David Didau (Making Meaning in English (2021)\u003Cbr>• metaphor\u003Cbr>• pattern and structure\u003Cbr>• story/narrative\u003Cbr>• argument\u003Cbr>• grammar\u003Cbr>• context. |  |  |\n| 12 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\n\n| Why structure? |  |  ","cbCaivi6ahq8iQIj","https://ap.wps.com/l/cbCaivi6ahq8iQIj","pdf",939854,15,"English","# Introduction and aims\n# Threshold concepts\n# Activity one\n# Writing on threshold concepts\n# Threshold concepts versus assessment objectives\n# Let’s focus on narrative structure as a threshold concept\n# Why structure?\n# Perspectives on structure from chief examiner reports\n# Progression in teaching structure\n# Narrative dynamics","[{\"question\":\"What is a threshold concept in this presentation?\",\"answer\":\"A threshold concept is described as a portal-like shift to a new way of thinking that transforms understanding and enables learners to progress without which advancement is blocked.\"},{\"question\":\"Why is “structure” treated as a threshold concept?\",\"answer\":\"The presentation argues that structure supports co-teaching and helps learners develop a transformed approach to understanding texts, especially through narrative structure and narrative dynamics.\"},{\"question\":\"How does the presentation connect structure to assessment objectives?\",\"answer\":\"It prompts a comparison between assessment objectives for GCSE English Language and GCSE English Literature and threshold concepts, asking how far assessment objectives are informed by them and where they overlap.\"}]","GCSE English Language - Autumn 2021 - Introduction and threshold concepts | PDF",1792468151,38]