[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-623318-105":59,"doc-detail-623318-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","gcse-english-language-virtual-communities-autumn-2021","GCSE English Language - Virtual communities - Autumn 2021","","This presentation explores threshold concepts and the importance of structure for the co-teachability of GCSE English Language and English Literature. It sets out aims to frame threshold concepts as a way of thinking, treat structure as a threshold concept, and discuss when and how it should be taught. The session also considers narrative structure in terms of time and space and introduces narrative dynamics for reading fiction.",{"@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/gcse-english-language-virtual-communities-autumn-2021/623318/",{"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/gcse-english-language-virtual-communities-autumn-2021/623318.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the main aims of the presentation?","Question",{"text":112,"@type":113},"The presentation aims to use threshold concepts to think about English Language and Literature, to treat structure as a threshold concept, to discuss how and when structure is taught, and to relate narrative structure and narrative dynamics to reading fiction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is a threshold concept, according to the session?",{"text":117,"@type":113},"A threshold concept is like a portal that opens a new way of thinking. It represents a transformed understanding that learners need in order to progress.",{"name":119,"@type":110,"acceptedAnswer":120},"What characteristics define threshold concepts in the slides?",{"text":121,"@type":113},"Threshold concepts are described as transformative, troublesome, irreversible, integrative, and discursive, including their impact on how learners think, what learners find difficult, and how understanding changes permanently.","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},623318,1792590161,{"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":81,"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},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","GCSE English Language Virtual 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\nThe purpose of this session is to introduce delegates to the idea of threshold concepts (Mayer and Land, 2003) . The idea of core or threshold concepts is an appropriate one given the absence of exams over the last two years. Moreover, a recent NATE report highlights the need to think more widely about the English curriculum, particularly at KS3, which in some places is still used as a GCSE-lite curriculum.  \nIn this session we will focus particularly on structure as a threshold concept. Structure is important – it appears in the assessment objectives for both GCSE English Language and Literature. Whilst it appears specifically as a question on Paper 1 English Language, we shall be looking at the benefit of spending more time on structure and how it aids the co-teachability of Language and Literature.  \nLead in to next slide: on the next slide we are going to look at a number of what we might consider core skills for success in both English Language and Literature.  \n\n| What are the core skills for success in GCSE English Language and Literature? |  |  |\n| --- | --- | --- |\n| \u003Cbr>|  |  |\n| 4 | Copyright © 2021 AQA and its licensors. All rights reserved. | |\n\nFor this activity, we want you to think of core concepts in English.  \nOn the screen, there will appear three boxes, labelled: Essential  \nDesirable Enrichment  \nI would like you to categorise each ‘skill’ into an appropriate box. Allow 3 minutes on this.  \nSpend 2 minutes taking some feedback and note the variety of responses. Of course, the debate continues as to ‘what is English?’, with traditionalists seeing it as solely the remit of the written or formally spoken text, whilst others,‘progressives’, would like to incorporate media and film.  \nLead in to next slide: some of these elements might be described as threshold concepts.  \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.  \nAllow 2 minutes to read the slide.  \nAt this point, it is important to note that the idea of threshold concepts is still relatively new, with many academics and educators often unable to agree on what makes a threshold concept! For this presentation, we will refer to core and threshold concepts as interchangeable terms.  \nThreshold concepts are, at their most fundamental level, knowledge and skills that permeate the subject. One way of thinking about them is to consider each concept as being on a continuum that is important at all levels of learning. Later on we will think about structure as a TC, but if we think of metaphor as a TC, then it can be taught and understood at a si","cbCaihyJWEa2f1ZY","https://ap.wps.com/l/cbCaihyJWEa2f1ZY","pdf",847517,31,"English","# Introduction and aims\n# Core skills for success in GCSE English Language and English Literature?\n# Threshold concepts\n## Transformative\n## Troublesome\n## Irreversible\n## Integrative\n## Discursive","[{\"question\":\"What are the main aims of the presentation?\",\"answer\":\"The presentation aims to use threshold concepts to think about English Language and Literature, to treat structure as a threshold concept, to discuss how and when structure is taught, and to relate narrative structure and narrative dynamics to reading fiction.\"},{\"question\":\"What is a threshold concept, according to the session?\",\"answer\":\"A threshold concept is like a portal that opens a new way of thinking. It represents a transformed understanding that learners need in order to progress.\"},{\"question\":\"What characteristics define threshold concepts in the slides?\",\"answer\":\"Threshold concepts are described as transformative, troublesome, irreversible, integrative, and discursive, including their impact on how learners think, what learners find difficult, and how understanding changes permanently.\"}]","GCSE English Language - Virtual communities - Autumn 2021 | PDF",1792468148,78]