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The session discusses myths around GCSE text choice and comparability, including arguments for optionality and how awarding bodies ensure fairness. It outlines the Paper 2 Modern Text set text list, reasons some teachers move toward less popular texts, and provides case study perspectives. It also explains specification development considerations and the comparability of demand through question setting, examiner standardisation, marking processes, monitoring, and performance review.",{"@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-literature-hub-schools-network-meeting-summer-2019/623321/",{"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-literature-hub-schools-network-meeting-summer-2019/623321.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What myths about text choice and comparability does the session address?","Question",{"text":112,"@type":113},"It challenges the ideas that there are universally ‘easy’ vs ‘hard’ texts, and that it is harder to get top marks on particular texts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do awarding bodies ensure fairness when optionality exists on a paper?",{"text":117,"@type":113},"The session highlights comparability mechanisms such as setting questions and mark schemes, examiner standardisation, marking processes with monitoring, and a performance review process.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the presentation say about how specifications and texts are developed?",{"text":121,"@type":113},"It describes committee-based selection and considerations including un-tiered context, variety, maintaining some popular choices, offering fresh texts for emerging learners, and testing scope for assessment objectives such as AO3.","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},623321,1792525470,{"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":34,"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  \nEnglish Literature  \nHub schools network meeting  \nPresentation slides booklet  \nPublished: Summer 2019  \n| |\n| --- |\n| GCSE English Literature Hub schools network meeting |\n| Summer 2019 \u003Cbr>|\n\n|  |  |\n| --- | --- |\n| |  |\n| Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| This meeting will be recorded |  |\n| --- | --- |\n| Exam boards have an Ofqual requirement to record event audio.\u003Cbr>Recordings are kept for the lifetime of the specification and not shared as an accompaniment to session resources.\u003Cbr>The recording will begin now. |  |\n| Copyright © AQA and its licensors. All rights reserved. | |\n\nOpening discussion  \n• Which texts do you teach?  \n• Do you enjoy teaching those texts?  \n• Do your students enjoy studying those texts?  \nCopyright © AQA and its licensors. All rights reserved.  \n| Focus of the session |  |\n| --- | --- |\n| • Unpicking some of the ‘myths’ around text choice and comparability\u003Cbr>• Explore arguments for optionality and how awarding bodies ensure fairness\u003Cbr>• What drives teachers’ text choices?\u003Cbr>• Walk through of the Paper 2, Modern Text set text list\u003Cbr>• Why are some teachers switching to ‘less popular’texts?\u003Cbr>• Case studies from teachers as they begin to teach‘DNA’ and ‘The History Boys’ |  |\n| Copyright © AQA and its licensors. All rights reserved. | |\n\nIntroduction  \n• Unpicking some of the ‘myths’ around text choice and comparability  \n• Explore arguments for optionality and how awarding bodies ensure fairness  \nCopyright © AQA and its licensors. All rights reserved.  \n| Myths and misperceptions\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>|  |  |\n| --- | --- | --- |\n| 7 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Myth 1: There are ‘easy’ texts and ‘hard’ texts |  |  |\n| --- | --- | --- |\n| This is entirely subjective.\u003Cbr>Rich variety of texts on offer – different texts will appeal to different learners\u003Cbr>• Short texts vs. lengthy texts\u003Cbr>• Texts with a straightforward plot vs. multiple plot lines\u003Cbr>• Familiar setting vs. unfamiliar setting\u003Cbr>• Texts that deal with universal themes vs. conceptually challenging themes |  |  |\n| 8 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Behind the scenes: specification development |  |  |\n| --- | --- | --- |\n| DfE set out the coverage of subject content required for GCSE specifications in English Literature:\u003Cbr>• a range of high quality, intellectually challenging, and substantial whole texts\u003Cbr>• Shakespeare\u003Cbr>• 19th century novel\u003Cbr>• selection of poetry since 1789\u003Cbr>• fiction or drama from the British Isles from 1914 onwards\u003Cbr>• originally written in English. |  |  |\n| 9 | Copyright © AQA and its licensors. All rights reserved. | |\n\nBehind the scenes: specification development  \nTexts selected by committee.  \nConsiderations:  \n• Un-tiered context – importance of choice  \n• Variety – balance of traditional and contemporary  \n• Maintain some popular choices – existing stock  \n• Offer fresh texts that will appeal to emerging generation of young people  \n• Literary acclaimed  \n• Test-drive against the AOs, especially AO3 – what scope does the text offer for students to show understanding of context?  \n• Options for schools switching from different awarding body  \n10  \nCopyright © AQA and its licensors. All rights reserved.  \n| Myth 2: It’s harder to get top marks on particular texts |  |  |\n| --- | --- | --- |\n| False |  |  |\n| 11 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| The proof |  |  |\n| --- | --- | --- |\n| From Insight report: 2018 results at a glance\u003Cbr>This shows how many students achieved full marks and how many dropped just one.\u003Cbr>|  |  |\n| 12 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| The proof |  |  |\n| --- | --- | --- |\n| A Taste of Honey by Shelagh Delaney\u003Cbr>Q12 ‘Some characters in A Taste of Honey suffer because they are different from most people in society at that time.’How does Delaney present the effects of being different in this society?\u003Cbr>W","cbCaissrH3f13He5","https://ap.wps.com/l/cbCaissrH3f13He5","pdf",2497324,44,"English","# Opening discussion\n## Focus of the session\n# Introduction\n## Myths and misperceptions\n### Myth 1: There are ‘easy’ texts and ‘hard’ texts\n### Behind the scenes: specification development\n### Myth 2: It’s harder to get top marks on particular texts\n# The proof\n## Example: A Taste of Honey (Q12)\n# A Taste of Honey on tour\n# The big question\n## Ensuring comparability of demand with optionality","[{\"question\":\"What myths about text choice and comparability does the session address?\",\"answer\":\"It challenges the ideas that there are universally ‘easy’ vs ‘hard’ texts, and that it is harder to get top marks on particular texts.\"},{\"question\":\"How do awarding bodies ensure fairness when optionality exists on a paper?\",\"answer\":\"The session highlights comparability mechanisms such as setting questions and mark schemes, examiner standardisation, marking processes with monitoring, and a performance review process.\"},{\"question\":\"What does the presentation say about how specifications and texts are developed?\",\"answer\":\"It describes committee-based selection and considerations including un-tiered context, variety, maintaining some popular choices, offering fresh texts for emerging learners, and testing scope for assessment objectives such as AO3.\"}]","GCSE English Literature Hub schools network meeting - Summer 2019 | PDF",1792468153,111]