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2020  \n| |\n| --- |\n| Hub school network meeting: A-level English Language |\n| Presented by Spring 2020\u003Cbr>\u003Cbr>|\n\n| Welcome |  |  |\n| --- | --- | --- |\n| |  |  |\n| 2 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| This event 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| 3 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Overview |  |  |\n| --- | --- | --- |\n| Two main areas of focus\u003Cbr>• Sentence structures (and analysis of these)\u003Cbr>• Paper 2 Q4 (the ‘opinion piece’) .\u003Cbr>Please feel free to ask questions/respond to each other. Our aim is for us all to share ideas to support your teaching. |  |  |\n| 4 | Copyright © AQA and its licensors. All rights reserved. | |\n\nFocus 1: Sentence structures  \nThe way authors use sentence structures is assessed as part ofAO1 on both papers:  \n• Meanings and representations (Paper 1, Section A)  \n• Discourses (Paper 2, Section B) .  \n5  \nCopyright © AQA and its licensors. All rights reserved.  \nExploration of sentence structures is a Level 5 skill  \nAO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression  \n\n| Level/\u003Cbr>marks | Performance characteristics | Indicative content |\n| --- | --- | --- |\n| Level 5 9–10 | Students will:\u003Cbr>• apply linguistic methods and terminology, identifying patterns and complexities\u003Cbr>• apply different levels of language analysis in an integrated way, recognising how they are connected\u003Cbr>• apply levels of language analysis with rare errors\u003Cbr>• guide the reader. | Students are likely to describe features such as:\u003Cbr>• semantic patterns\u003Cbr>• pragmatic features\u003Cbr>• sentence and clause types, elements and linking\u003Cbr>• cohesion and textual structure. |\n\n6  \nCopyright © AQA and its licensors. All rights reserved.  \n| However   |  |  |\n| --- | --- | --- |\n| ‘Many students did not look at sentence and clause features. Of those who did, not all were able to use such descriptions to explore how the texts were conveying meanings and representations.’\u003Cbr>Report on the exam, 2019\u003Cbr>\u003Cbr>• What is the report’s key finding?\u003Cbr>• What are the implications for our students? |  |  |\n| 7 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Worksheet 1: Sentence structure analysis |  |  |\n| --- | --- | --- |\n| Look at the extracts from two student responses to Paper 2 Q3, June 2019 on page 5 of the booklet.\u003Cbr>• How effectively does each student ‘use such descriptions to explore how the texts were conveying meanings and representations’?\u003Cbr>• What advice could you give to each student to improve? |  |  |\n| 8 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Worksheets 2 and 3: Teaching strategies |  |  |\n| --- | --- | --- |\n| Consider either Worksheet 2 (‘Changing structures’) or Worksheet 3 (‘Playing with punctuation’) .\u003Cbr>• What is the purpose of the task?\u003Cbr>• At what stage in your teaching of a ‘Discourses’ or‘Meanings and Representations’ text would it best fit?\u003Cbr>• How useful do you think this resource could be in your classroom? Remember to consider drawbacks, as well as advantages. |  |  |\n| 9 | Copyright © AQA and its licensors. All rights reserved. | |\n\n\n| Worksheets 2 and 3: Feedback |  |  |\n| --- | --- | --- |\n| Feedback opportunity\u003Cbr>• What is the purpose of the task?\u003Cbr>• At which stage in your teaching of a ‘Discourses’ or‘Meanings and representations’ text would it best fit?\u003Cbr>• How useful do you think this resource could be in your classroom? Remember to consider drawbacks, as well as advantages. |  |  |\n| 10 | Copyright © AQA and its licensors. All rights reserved. | |\n\nRemember  \n• These strategies are a teaching aid.  \n• It","cbCaiq0s8c7yDlJH","https://ap.wps.com/l/cbCaiq0s8c7yDlJH","pdf",961535,16,"English","# Welcome\n# Overview\n# Focus 1: Sentence structures\n## Exploration of sentence structures is a Level 5 skill\n# Worksheets 1: Sentence structure analysis\n# Worksheets 2 and 3: Teaching strategies\n# Worksheets 2 and 3: Feedback\n# Focus 2: Linking AO2 in Question 4\n# Worksheet 4: Linking AO2","[{\"question\":\"What are the two main focus areas in the presentation?\",\"answer\":\"The presentation focuses on sentence structures (assessed through AO1) and linking AO2 in Paper 2 Question 4, the opinion piece.\"},{\"question\":\"How does the presentation define successful performance in exploring sentence structures at Level 5?\",\"answer\":\"Students apply linguistic methods and terminology, integrate language analysis levels, recognise connections, reduce errors, and guide the reader using features such as semantic and pragmatic patterns, sentence/clause elements, cohesion, and textual structure.\"},{\"question\":\"What classroom activities are suggested for linking AO2 in Question 4?\",\"answer\":\"A simple strategy is used where students identify which learned knowledge areas match the quotation references, then engage with the process before, during, and after reading using brainstorms, hotspot highlighting, pre-populated prompts, and scaffolded tables.\"}]","Hub school network meeting: A-level English Language - Spring 2020 | PDF",1792468038]