Online | Thursday 03 June 2021 

CODE: 8428

ABOUT THIS COURSE: A Level Lang Lit Frankenstein: Focus: Paper 1 Telling Stories

This course will guide the most ambitious and motivated A-Level Language and Literature and English Teachers into new ways to maximise their teaching and learning.  Led by respected subject specialist Gwen Nelson, the course will demonstrate advanced teaching and learning ideas for teaching the combined AQA Language and Literature A-Level which will stretch and challenge able students and develop their higher level skills. Using feedback from the first two years of examinations with the new specifications, the course will explore what is expected of high ability students and outline ways to build your teaching practice around this. This course is also ideal for English teachers who wish to discover the pedagogical practices that under pin the Language and Literature A-Level course.


  • Maximise your teaching and student leaning
  • Adapt what you already know and do to suit the combined Language and Literature (Stylistic) approach to teaching the course
  • Improving subject knowledge so the spirit of the specification is upheld in your teaching
  • Focused resources and strategies to make sure students answer the question they’ve been given, not the one that they wish that they had
  • Heads of Department
  • ITT trainees, NQTs and RQTs – for subject knowledge.
  • Experienced English teachers new to AQA A-Level English Language and Literature
  • Experienced teachers of AQA A-Level Language and Literature
IN-SCHOOL You can also book this as an In-School Course
  • You will receive a specially prepared file electronically containing detailed notes, and teaching materials and resources which will be of immediate practical benefit in the classroom.
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

Session 1: Session title Language Levels – the what, why and how

  • What do AQA and examiners mean by ‘Language Levels’?
  • Why are they important – to you and the students?
  • How do you teach them explicitly? How do you make it stick?
  • What do examiners look for when they say they want ‘a range of language levels applied appropriately’ by pupils? How can this be done in practical effective ways that maximise student outcomes?

Session 2: Section B – Imagined Worlds

  • Why is Shelley’s Frankenstein a good choice for this paper and section?
  • Shelley’s global narrative structure and the Gothic, how does form influence language usage in the text? Multiple embedded narrators – make the complexity of the narrative work for you.
  • Victor’s narrative point of view and the Gothic – how does Shelley set up her Promethean ‘monster’ Victor Frankenstein? Learn some simple, but effective ideas to explore Victor’s narrative and the (multiple) flaws in his character.


  • The monster’s narrative – Shelley’s creation of pathos for the Creature – how is this achieved? How can we teach it, why? Exploring the Gothic narrator using language levels.
  • Extract analysis using some useful tools from cognitive grammar
  • Tying things together: making the question focus work for you and your students, using simple, but easily replicable methods, for example via ‘dissection’ of the exam question – exposing the mechanics of the questions to use it, how this can enable success at higher grades, avoiding pitfalls identified by examiners.

End of session – Q & A

Gwen Nelson

Gwen Nelson has been teaching A-Level Language and Literature for well over a decade, and has nearly two decades experience teaching in both secondary schools and the FE sector.  She has taught A-Level Language and Literature, A-Level Literature, and A-Level Media Studies, and was the course leader for each. She has a strong track record of excellent results, along with being published in several education books: Don’t Change the Lightbulbs, Dual Coding with Teachers, and soon a chapter in Teaching English Language and Literature 16-19 published by Routledge. A frequent attendee at Research Ed events since it’s inception, Gwen’s approach to teaching is knowledge rich, and practical.