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It explains why narrative structure and “structure” are treated as threshold concepts, linking assessment objectives to educational research and theory. The content defines threshold concepts, outlining key characteristics such as transformation, troublesome difficulty, irreversibility, integrative connections, and disciplinary terminology. 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Whilst the focus was on a concept familiar to all of us, that of narrative structure, the approach shifted slightly from exam preparation to a consideration of ‘structure’ as a core, or threshold concept (Meyer and Land, 2003) .  \nThe reason for approaching structure from this angle comes from a desire to think about the connections between Assessment Objectives and educational research and theory. This will be familiar to regulars at previous regional hub meetings which have always been directed towards the wider impact of our work as English teachers. Indeed, the breadth of quality materials introduced at hub meetings has always provoked thoughtful debate about the architecture of the English curriculum. Threshold concepts add to this ever-increasing reservoir of thought by offering a holistic way of thinking about the sequencing of learning.  \nSo, what are threshold concepts? Hopefully, by the end of this virtual meeting, you will have a firmer understanding of threshold concepts and their connection to the knowledge and skills we work with each day in our English classrooms. However, it might be worth providing a little background to those for whom threshold concepts are relatively new. According to Jan Meyer and Ray Land threshold concepts are ‘concepts that bind a subject together, being fundamental to ways of thinking and practising in that discipline’ (Land et al. , 2005: 53) . They have been variously described as those big ideas and touchstones of our subject (Quigley, 2013), epiphany or ‘eureka moments’ (Didau, 2015), and ‘jewels in the curriculum’ (Cousin, 2006) . For Meyer and Land:  \n‘A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or  \ninterpreting, or viewing something without which the learner cannot progress.’Meyer and Land offer some key characteristics of threshold concepts:  \n1. Threshold concepts are transformative, changing the way a learner has previously understood an idea or subject.  \n2. They are troublesome, conceptually difficult, and abstract. At first, learners will find it difficult to‘get their head round’ the idea presented to them or have trouble connecting it to their own context.  \n3. They are irreversible: once a learner has gone through the ‘portal’, they will it hard to ‘un-know’the concept and to remember what it was like before they acquired it.  \n4. They are integrative: a threshold concept exposes ‘the previously hidden interrelatedness of something’ (Meyer and Land, 2003: 4) . It allows learners to connect disciplinary elements and built secure mental models of a subject.  \n5. They are discursive: they come with their own terminology, or tier 3 vocabulary, that binds it to its discipline and has its own specific meaning within that discipline.  \nOxford Centre for Staff Learning and Development (OCSLD), Oxford Brookes University  \nThe new Early Careers Framework contains some interesting ideas which validate threshold concepts as a model for learning, in particular the movement from ‘novice to expert’ learner, or the notion of schema or ‘mental models’. Learners do not immediately grasp threshold concepts: they move from a state of un-knowing to one of understanding over the duration of their academic lives. Their emerging understanding may initially lead to mimicry, for example, without them having a fully worked understanding of its meaning. Meyer and Land refer to a ‘framework of engagements’(2005: 57), suggesting that acqu","cbCaisQsmqSb7Lv7","https://ap.wps.com/l/cbCaisQsmqSb7Lv7","pdf",364926,13,"English","# Introduction\n## What are threshold concepts?\n## Key characteristics of threshold concepts\n## Learning frameworks and recursive teaching\n## Threshold concepts and curriculum design","[{\"question\":\"What is the purpose of this Summer 2022 virtual community additional resources pack?\",\"answer\":\"It supports GCSE English Language teaching by introducing threshold concepts and explaining how they connect to curriculum sequencing and assessment objectives.\"},{\"question\":\"How does the document define threshold concepts?\",\"answer\":\"It presents threshold concepts as ideas that bind a subject together and enable learners to understand something in a new, previously inaccessible way, often through a “portal” into transformed understanding.\"},{\"question\":\"What learning characteristics make threshold concepts different from typical learning outcomes models?\",\"answer\":\"The document emphasizes that threshold concepts are transformative, troublesome, irreversible, integrative, and discursive, and cannot be captured fully by simplistic “by the end” learning outcomes phrasing.\"}]","GCSE ENGLISH LANGUAGE - Virtual communities - Additional resources - Published: Summer 2022 | PDF",1792468186,33]