GCSE English Literature - Autumn 2017 - Lessons from the first series

Oct 20, 2026

Uploaded by ahduag

Free networking session handout for GCSE English Literature, part of English Hub School networks in Autumn 2017. Provides agenda and teaching prompts covering unseen poetry and comparison, focusing on AO3 context and anthology-based text choices. Includes guidance on what makes a good unseen response, how question elements map to AO1 and AO2, why integration is essential, and practical talking points for identifying technique-effect links using the poem “Autumn”.

LanguageEnglish

CategoryExam

FormatPDF

Pages44

Reading Time1 h 51 min

AccessFree to download

Session slides

Poetry: unseen and comparison

Focus on AO3: context

Text choices

GCSE English Literature English Hub School networks, Autumn 2017 Lessons from the first series Published: October 2017 These free networking sessions feature extracts of scripts and student responses. Access a greater number of full-length student responses with depth commentaries in our Mark scheme support resources. [aqa.org.uk/log-in](aqa.org.uk/log-in) Contents | Contents | Page | | --- | --- | | Session slides | 4 | | Poetry: unseen and comparison | 22 | | Focus on AO3: context | 34 | | Text choices | 40 | Session slides GCSE English Literature Lessons from the first series (June 2017) Autumn 2017 1 Copyright © AQA and its licensors. All rights reserved. Agenda • Introductions • Poetry: unseen and comparison • Focus on AO3: context • Text choices 2 Copyright © AQA and its licensors. All rights reserved. Poetry: unseen and comparison 3 Copyright © AQA and its licensors. All rights reserved. | What makes a good unseen response? | | | | --- | --- | --- | | The best responses are:
• genuinely personal
• engaged with the poem’s ideas on some level
• supported by an awareness of how and why the poet’s techniques have an effect on the reader. | | | | 4 | Copyright © AQA and its licensors. All rights reserved. | | | Question 27.1 | | | | --- | --- | --- | | Question 27.1 has essentially two elements:
• the writer’s methods – AO1 (ie understanding/ explaining/exploring the poem’s ideas
• the treatment of ideas/theme – AO2 (how…?) . | | | | 5 | Copyright © AQA and its licensors. All rights reserved. | | | Question 27.1 | | | | --- | --- | --- | | AO1 and AO2 should not be thought of as separate, but rather students should aim to integrate them.
Talking point
Identify the single biggest difficulty for students in integrating these elements.
What are your preferred teaching methods for this question? | | | | 6 | Copyright © AQA and its licensors. All rights reserved. | | | Question 27.1 | | | | --- | --- | --- | | Always link writing about technique to writing about effect.
Talking point
Look at the poem ‘Autumn’ from this year’s paper. With the person next to you, find and discuss three elements of the poem that could be useful in this regard. | | | | 7 | Copyright © AQA and its licensors. All rights reserved. | | | Question 27.1 | | | | --- | --- | --- | | Technique and method are perhaps better seen as tools for students to use which can support their own thinking about the poem.
Students must try to engage with the poet and his/her ideas. | | | | 8 | Copyright © AQA and its licensors. All rights reserved. | | | Planning for Question 27.1 | | | | --- | --- | --- | | Your teaching of anthology poetry is an obvious place to start when it comes to preparing for the Unseen section of the paper. | | | | 9 | Copyright © AQA and its licensors. All rights reserved. | | | Planning for Question 27.1 (contd.) | | | | --- | --- | --- | | If you give students a simple framework and ask them to write down examples and then comment on their effects, you are empowering students straight away to make decisions and trust their own judgement. | | | | 10 | Copyright © AQA and its licensors. All rights reserved. | | | Planning for Question 27.1 (contd.) | | | | --- | --- | --- | | Talking point
Which poems would you choose from your cluster as these starter-poems and why? | | | | 11 | Copyright © AQA and its licensors. All rights reserved. | | | Thinking about Question 27.2 | | | | --- | --- | --- | | This is a different type of task.
Talking point
In your handout, highlight what you think are the key words in this mark scheme. | | | | 12 | Copyright © AQA and its licensors. All rights reserved. | |

FAQs

What makes a good unseen response in poetry comparison?

Strong responses are genuinely personal, engage with the poem’s ideas, and demonstrate awareness of how and why the poet’s techniques affect the reader.

How should AO1 and AO2 be handled for Question 27.1?

AO1 (understanding/explaining/exploring ideas) and AO2 (treatment of ideas/theme) should not be treated separately; students should integrate them.

What teaching approach is recommended for linking technique and effect?

Always connect writing about technique to writing about effect, using discussion of elements in a set poem (e.g., “Autumn”) to support this link.

Oct 20, 2026

Uploaded by ahduag