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All rights reserved.   | |\n\n\n| Updates  \u003Cbr>•   For up-to-date information and support on the changes for summer 2022,visit the 2021/2022 exam changes area at aqa.org.uk   •   To reflect that we’re recovering from a pandemic, Ofqual has said thatsummer 2022 will be a transition year for grade boundaries. This meansthey will be set ‘based on a profile that reflects a midpoint between 2021and pre-pandemic grading’ .   •   Grade boundaries are never set until exams have been sat but, overall, weexpect results to be higher than they were in 2019, but not as high as in2020.   •   This will help to mitigate the impact of the pandemic on students sittingexams this summer. Visit Ofqual’s blog to learn more about how they planto grade exams in summer 2022.   |  |  |\n| --- | --- | --- |\n| 3   | Copyright © 2020 AQA and its licensors. All rights reserved.   | |\n\n\n| Avoiding Malpractice   |  |  |\n| --- | --- | --- |\n| In line with JCQ malpractice guidelines, please remind students that they mustnot:  \u003Cbr>• share assessment material on social media, regardless of whether thatmaterial is genuine or fake  \u003Cbr>• have a mobile phone in the exam, even if it is switched off  \u003Cbr>• have any notes in their possession, whether relevant to the exam or not  \u003Cbr>• have a watch of any kind on them in the exam. The  \u003Cbr>JCQ Instructions for conducting examinations require that a clock must bevisible to each candidate in the examination room.  \u003Cbr>If you’re an invigilator in an exam, please ensure that you are up to date withthe requirements. Remember that you can’t invigilate an exam in the subjectthat you teach.  \u003Cbr>If you have any questions, please contact irregularities@aqa.org.uk   |  |  |\n| 4   | Copyright © 2020 AQA and its licensors. All rights reserved.   | |\n\n\n| Session aims  \u003Cbr>•   To consider the typical features of writing for English Language Paper 1   •   and Paper 2.  \u003Cbr>To provide a framework for diagnosing writing skills.   •   To consider how a‘typical features’framework can help support studentprogress and curriculum planning.   |  |  |\n| --- | --- | --- |\n| 5   | Copyright © 2022 AQA and its licensors. All rights reserved.   | |\n\n\n| Why writing?   |  |  |\n| --- | --- | --- |\n| • Connects to the autumn materials on threshold concepts and structure  \u003Cbr>• Consolidates materials presented in the spring materials on Supportingstudent exam preparation   |  |  |\n| 6   | Copyright © 2022 AQA and its licensors. All rights reserved.   | |\n\n\n| Writing mark schemes   |  |  |\n| --- | --- | --- |\n| 7   | Copyright © 2022 AQA and its licensors. All rights reserved.   | |\n\n\n| Assessment Objectives for writing   |  |  |\n| --- | --- | --- |\n| AO5: Content and Organisation  \u003Cbr>• Communicate clearly, effectively and imaginatively, selecting and adaptingtone, style and register for different forms, purposes and audiences.  \u003Cbr>• Organise information and ideas, using structural and grammatical featuresto support coherence and cohesion of texts.  \u003Cbr>AO6: Technical Accuracy  \u003Cbr>• Students must use a range of vocabulary and sentence structures forclarity, purpose and effect, with accurate spelling and punctuation.   |  |  |\n| 8   | Copyright © 2022 AQA and its licensors. All rights reserved.   | |\n\n\n| Question 5: Communication   |  |  |\n| --- | --- | --- |\n| The key skill in Q5 is communication and it is the overall quality of writtencommunication which will determine the level.  \u003Cbr>After reading the response for the first time, ask yourself:  \u003Cbr>• Is the communication simple and limited? (Level 1)  \u003Cbr>• Is there some successful communication? (Level 2)  \u003Cbr>• Is the communication clear and consistent? (Level 3)  \u003Cbr>• Is the communication convincing and compelling? (Level 4)  \u003Cbr>Once you have decided on the level, read the response again to fine tunewithin that level according to the specif","cbCaifWoScrFGL55","https://ap.wps.com/l/cbCaifWoScrFGL55","pdf",2539492,15,"English","# Updates\n# Avoiding Malpractice\n# Session aims\n# Why writing?\n# Writing mark schemes\n# Assessment Objectives for writing\n# Question 5: Communication\n# Activity one\n# A generic writing mark scheme\n# What does the mark scheme mean by…?\n# Key questions for the session\n# Activity two","[{\"question\":\"What malpractice rules must students follow in the GCSE English Language exam?\",\"answer\":\"Students must not share assessment material on social media, must not have a mobile phone in the exam, must not keep notes of any kind, and must not have any watch in the exam. A clock must be visible to each candidate, and invigilators must follow the current requirements.\"},{\"question\":\"What are the session aims for writing in English Language Paper 1 and Paper 2?\",\"answer\":\"The session aims to consider typical features of writing for Paper 1 and Paper 2 and provide a framework to diagnose writing skills. It also explores how a typical-features framework can support student progress and curriculum planning.\"},{\"question\":\"How is Q5 communication level determined and marked?\",\"answer\":\"The key skill in Q5 is communication, and the overall quality of written communication determines the level. After the first read, decide the level based on how simple/limited, partly successful, clear/consistent, or convincing/compelling the communication is, then read again to fine-tune within that level.\"}]","GCSE English Language - Virtual communities - Spring 2022 | PDF",1792468199,38]