a set idea that people have about what someone or something is like

pointless or ineffective, and will not lead to any useful result or meaningful change

make sure something is obeyed or carried out, often by applying rules, laws, or authority

the stereotypical role or behaviour considered to be appropriate to a particular gender

a way of thinking, behaving, or doing something that has been used by people for a long time; old-fashioned

Contextualising gender expectations in ‘An Inspector Calls'

English

Understanding gender and class through Mrs Birling in 'An Inspector Calls'

Sheila and changing attitudes toward gender and class in 'An Inspector Calls'

Exploring interpretations of masculinity in 'An Inspector Calls'

Eva Smith in 'An Inspector Calls': representation and symbolism

Using quotations and context effectively in an 'An Inspector Calls' essay

Planning an essay on societal expectations in ‘An Inspector Calls’

In 'Animal Farm: Barriers to Leadership', pupils evaluate the different types of leadership styles presented in the novella. In 'Animal Farm: Lies and Deception', pupils explore how key images, such as food and the windmill, are used a symbols of the lies and deceit of the pigs.

In 'Animal Farm: The Pigs and Power', pupils develop a clear understanding of the plot, main characters and themes of the novella. In the second exploration unit, 'Animal Farm: Barriers to Leadership', pupils undertake more nuanced analysis of the pigs grasp for power.

In this unit, pupils learn about how Priestly questions societal expectations of gender and class in 'An Inspector Calls'. They look at three female characters, Sheila, Mrs Birling and Eva, and also explore how masculinity is presented. They finally plan and write an essay on the topic.

Modern text: first deep dive

a system where men hold more power and dominate roles in society, family, or institutions

a system in which people or things are ranked according to their importance or status

perceived informal, mostly unwritten, rules that define acceptable and appropriate actions

to treat someone or something as if they are not important

an irrational attitude of hostility directed against an individual often due to a characteristic e.g class, gender

treat (someone) like a child or in a way which denies their maturity in age or experience

believing oneself to be inherently deserving of privileges or special treatment

behaviour in which you refuse to obey someone or something

the quality of being full of hope and emphasising the good parts of a situation

the act of challenging or going against a stereotype or convention

qualities or attributes regarded as characteristic of men or boys

behave or speak in a confident and forceful manner

power to influence or command thought, opinion, or behaviour

to behave according to a group's usual standards and expectations

to examine something carefully and evaluate its strengths and weaknesses; (often) to express disapproval

to create or build an image or understanding of something

severe pain, suffering, or distress, often emotional or mental

the use of symbols to represent ideas or qualities

treat people or groups unfairly or cruelly, often by limiting their rights, freedom, or opportunities

a statement or situation that seems contradictory or impossible but may actually reveal a truth when examined more closely

the first sentence of a paragraph, which states the paragraph’s main idea

the overarching argument to an essay, supported by the entire text

the circumstances, background, or setting in which a story or text is written or read

to incorporate evidence, like quotes or context, into your sentences without disrupting the flow of writing

selecting and using quotes carefully and wisely to effectively support your analysis or argument

giving a lot of information clearly and in a few words, being brief and to the point

the final sentence of a paragraph, which draws together the main idea in the paragraph, and links to the writer’s intentions

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Modern text: first deep dive

‘An Inspector Calls’: societal expectations of gender and class

Choose a lesson (7)