The English team share the work of students each week, celebrating the excellent work they see from students in their online classrooms, written work they are receiving, and the work of Essential School students on-site in our classrooms.
Well done to all those that get a mention here, and also to everyone who is participating in and making lessons so enjoyable.
Week Ending Friday 29 January 2021
Miss Lolin would like to nominate Amanpreet KS in Year 7 for his fantastic effort in the live lesson this week – he produced a brilliant Isca Way and was keen to share his ideas.
Mrs Freestone would like to recognise the work of Chloe R in Year 8 who has analysed texts on Victorian chimney sweeps in a confident manner and for making me smile with her emails. She would also like to recognise Andrew P in Year 11 for his engagement this week and interesting ideas during our Period 6 session this week. She can always rely on Andrew for bringing controversial ideas to any discussion. Jack N has also shown a real commitment to his work during lockdown and I would like to recognise the fact that he is working so effectively.
Mrs Sherwood and Mrs Goode would like to thank Violet H, Jake T, Caitlin V, Jacob P, Eva McK, Lily M, Rhianna B-T, Rosa W and Tom M for filling the chat function during lessons with incredibly high-level ideas and thoughts; their work on iambic pentameter really shone. It is a delight to read their comments – it brings us great joy, because it almost feels like we’re back in the room with our students again.
Also Chris C, Eva McA and Fin H among others, who have made particularly sophisticated contributions. I have also been really impressed with those students, such as Will P and Cohen S, who found iambic pentameter challenging to start with, and stuck with it, showing great perseverance. Thank you, Year 10
Year 9: A Christmas Carol
The English Team want to celebrate the amazing work that Year 9 have been completing this week. They are studying ‘A Christmas Carol’ and were asked to write academically and analyse how Dickens presents the characters of Fezziwig and Belle. ‘A Christmas Carol’ is a difficult text to learn remotely but we have been so proud of our students’ achievements. Well done, in particular, to Gabriela, Rocio, Lola, Amelie, Lily B, Sam H, Jack S and Lucy J. Here are some fantastic examples:
Example 1:
Influenced by his ardent criticism of the industrial middle classes, Dickens skilfully crafts Fezziwig as a foil to the avaricious Scrooge in order to provide an idealised role model to wealthy middle class employers. In Stave Two, this is perhaps best illustrated when Fezziwig is described as “a positive light” suggesting he is a moral example for young Scrooge and for the prosperous middle classes of Dickens’ Victorian Era. In particular Dickens’ use of “the cold within him froze his features” further highlights the contrast with the warm hearted philanthropic Fezziwig creating a more idealised role model for the wealthy middle classes. Additionally, “the happiness he gives is quite as great, as if it cost a fortune” juxtaposes Scrooge’s miserly attitude towards Bob Cratchet. As a result the audience is led to understand that Fezziwig is a contrast to Scrooge to create an idealised role model for the industrialized middle classes. As such, Dickens effectively critiques the middle classes attitude towards their employees, who regard them as less valuable than themselves.
Example 2:
Influenced by the effects of the industrial revolution on Victorian society, Dickens skilfully crafts the character of Belle to highlight the adoration of wealth and its negative effects on British society.
In stave two, this is perhaps best highlighted when Belle says “Another idol has displaced me… A golden one” suggesting that she feels pushed aside or forgotten about due to Scrooges’ desires of wealth. In addition Dickens’ use of the phrase “a golden one” helps create a tension in the conversation between Scrooge and Belle, helping her show how hurt she is by her fiancé’s actions.
Additionally, not saying the exact word “money” symbolises how little it really means compared to love and how silly it is for Scrooge to have chosen money over a real, living being.
As a result the reader is left to feel sorry for Belle and sympathise with the character, but also feel a little pity for Scrooge as he may had been scared of losing all his money and not being able to survive, as this was set in the ‘Hungry forties’ – an idea the is reinforced when the reader considers Scrooges’ selfish actions all throughout stave one. As such, Dickens effectively supports the idea that Scrooge is obsessed with money and Belle feels intimidated and replaced by it.
Example 3:
Influenced by his ardent criticism of the industrial middle classes, Dickens skilfully crafts Fezziwig as a foil to the avaricious Scrooge in order to provide an idealised role model for wealthy middle class employers. In Stave Two, this is perhaps best illustrated when Fezziwig is described as having “a comfortable, oily, rich, fat, jovial voice, suggesting that even when you first meet him, he seems like a happy, joyful person. In particular, Dickens’ use of the word ‘comfortable’ creates an image of warmth, contentment and security. Additionally, this juxtaposes against Scrooge, further highlighting the awful way that he treats his clerk, Bob Cratchit. As a result, the reader is led to understand that Fezziwig is a kind, generous and jovial person, an idea that is further reinforced when Scrooge says (about Fezziwig) “the happiness he gives, is quite as great as if it cost a fortune”. As such, Dickens effectively presents Fezziwig as an idealised role model to industrial middle class employers.