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 \n• How could you support a student in answering longer answer questions, regardless of whether they’re perceived as ‘extended response’?  \nActivity 2: understanding the generic levels descriptors  \nLook at the example generic levels descriptors (Resources booklet pages 14–15) .  \nAs a group, discuss how you could use these to help students understand the requirements of the command words.  \nActivity 3: Applying levels of response mark schemes  \nExamples 9 and 10 are marked on levels of response mark schemes.  \nIndividually or as a group:  \n• Use the mark scheme to decide which level each student’s response falls into.  \n• How did your thoughts compare with those of the examiners in the commentaries?  \nActivity 4: Understanding features of good written responses  \nLook at the student responses for examples 11–21 (Resources booklet pages 30–49) .  \nSome of these questions are points marked, some are levels marked.  \nAs a group discuss:  \n• Are there features of these responses that are common to the award of full marks, regardless of whether they are points or levels marked?  \n• How could you use example responses to support students in answering extended prose questions?  \nHealth checks  \nRate the area of development statements according to your confidence where 0 is not confident at all and 5 is very confident.  \nBefore the meeting  \n\n| Objective | Rating | Reasons/notes |\n| --- | --- | --- |\n| Objective 1: I understand the criteria for assessing extended response questions |  |  |\n| Objective 2: I understand how to apply a levels of response mark scheme |  |  |\n| Objective 3: I understand ideas of good practice in writing extended prose responses |  |  |\n| Objective 4: I know how to use exam questions to model good practice for my students |  |  |\n\nAfter the meeting  \n\n| Objective | Rating | Reasons/notes |\n| --- | --- | --- |\n| Objective 1: I understand the criteri","cbCainRPyXuHBl2g","https://ap.wps.com/l/cbCainRPyXuHBl2g","pdf",706161,12,"English","# About this resource\n# Follow-on pathways\n## Activity 1: extended open prose vs ‘extended response’ questions\n## Activity 2: understanding the generic levels descriptors\n## Activity 3: Applying levels of response mark schemes\n## Activity 4: Understanding features of good written responses\n# Health checks\n# Planning for the future","[{\"question\":\"What is the purpose of the facilitation pack?\",\"answer\":\"The pack helps educators share what they learned from a virtual community event and enables them to deliver their own CPD session. It includes activities and resources linked to the event topics for application in a school or college.\"},{\"question\":\"What resources are included in the pack?\",\"answer\":\"It includes a copy of the PowerPoint from the meeting with presenter notes, follow-on pathways, and a pre- and post-meeting confidence check questionnaire. These support benchmarking colleagues’ confidence around the session topic.\"},{\"question\":\"How does the pack support future planning after the meeting?\",\"answer\":\"It provides guidance for rating development statements before and after the meeting, and prompts questions for identifying strengths and development areas. It also asks how learning may impact a department and what changes could follow from the CPD session.\"}]","GCSE Science Virtual communities - Facilitation pack - Published: Spring 2023 | PDF",1792468572]