a feeling of satisfaction at your achievements or situation

the act of not being loyal, or doing the opposite of what is said

the idea that society is organised in terms of status and power

unfair or unreasonable opinions formed without thought or knowledge

the use of a word or phrase to avoid saying an offensive word or phrase

'Small Island': reading Act 2, Scene 1

English

Exploring 'Small Island' and the Windrush context

Helen Edmundson on adapting 'Small Island' for the stage

'Small Island': from page to stage

'Small Island': reading the start of Act 1 Scene 1

'Small Island': exploring the theme of power through Little Hortense

'Small Island': tracking the events of Act 1 Scene 1

'Small Island': the significance of the hurricane

Watching and discussing 'Small Island' Act 1 Scene 1 with director Rufus Norris

'Small Island': reading Act 1 Scene 2

Watching and discussing 'Small Island' Act 1 Scene 2 with director Rufus Norris

'Small Island': reading the beginning of Act 1 Scene 3

'Small Island': reading the end of Act 1 Scene 3

Watching 'Small Island' Act 1 Scene 3 with Rufus Norris and Helen Edmundson

'Small Island': reading Act 1, Scenes 4-6

'Small Island': reading Act 1, Scenes 7 and 8

Watching and discussing 'Small Island' Act 1 Scenes 4-8 with Rufus Norris

'Small Island': exploring Act 1 through the context of Windrush

Exploring and evaluating the importance of Act 1

Watching and discussing 'Small Island' Act 2 Scene 1 with Helen Edmundson

'Small Island': reading Act 2, Scenes 2 to 4

'Small Island': reading Act 2, Scenes 5 to 6

Watching and discussing 'Small Island' Act 2 Scenes 2 to 6 with Rufus Norris

'Small Island': reading Act 2, Scenes 7 and 8

'Small Island': reading Act 2, Scenes 9 to 11

Watching 'Small Island' Act 2 Scenes 7-11 with Rufus Norris and Helen Edmundson

Rufus Norris on directing and adapting 'Small Island'

Tracking characters and tension in 'Small Island'

Helen Edmundson on the context, characters and themes of 'Small Island'

Understanding questions and writing thesis statements on ‘Small Island’

'Small Island': creating topic sentences and using quotes in essays

Essay writing: using context in responses to ‘Small Island’

Introductions and conclusions in a 'Small Island' essay

Planning and writing a 'Small Island' essay

Refining and improving an essay on 'Small Island'

In 'Small Island', pupils explore the ways in which transferring Levy's novel onto the stage enables both the playwright and the director to powerfully evoke its ideas about race, identity and belonging. In 'Leave Taking', pupils build on their learning about the Windrush Generation to explore the cultural and generational conflicts, that can arise as a result of migration. 

In 'The Tempest', pupils examine the roles of Caliban and Ariel and how they are treated as outsiders, questioning who has a rightful claim to the island. In 'Small Island', pupils look at the play in the context of the Windrush generation and through the lens of key themes, including identity and belonging.  

In this unit, pupils explore the playtext adaptation of Andrea Levy's novel 'Small Island'. They first explore the transition from novel to stage, before reading the playtext in full and exploring key scenes in detail. They then plan and write an essay on the theme of 'hope' in the text.

'Small Island'

Discriminatory behaviour or images, whether on the grounds of race, gender, disability, religion or belief or sexual orientation, or otherwise.

Depiction or discussion of discriminatory behaviour

Historic or outdated representations of people that may portray inequality or injustice.

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

In 'Small Island', what do the stage directions, "a single bed, a small table and two chairs - one of which has a broken leg and rests on an old book", suggest about Gilbert's living conditions?

She juxtaposes the dilapidated and dismal room

 She mirrors Gilbert's sense of disillusionment

In 'Small Island' Hortense is described as "pristine" and dressed in "white". How does this compare to her surroundings in Act 2?

In Act 2 of 'Small Island', what does Hortense's reaction to Gilbert's room suggest about her feelings towards coming to England?

A feeling of satisfaction at your achievements or situation

The act of not being loyal, or doing the opposite of what is said

Unfair or unreasonable opinions formed without thought or knowledge

The use of a word or phrase to avoid saying an offensive word or phrase

Which is the best description of the word **euphemism**?

In 'Small Island', how does Hortense describe her feelings when Gilbert doesn't meet her at the docks?

Select the words to complete this quote from 'Small Island', “A __________, __________realistic world.”

In 'Small Island', what do we find out about Queenie at the end of Act 1?

In 'Small Island' which character says "I cannot be the fool who is left behind again”?

In 'Small Island', who has ambitions of being a teacher and being greeted "with manners and respect"?

The Empire Windrush is preparing to sail.

Which of these is **not** a description of setting from Act 1, 'Small Island'?

"In England I will have a smart front door and I will ring the bell."

"I'm done with this small island. I seen too much of the world now."

Match the characters from 'Small Island' to the correct quote.

Pathe-style news footage of Jamaica bracing itself for a hurricane. 

Pathe-style news footage of the 'Blitz Spirit'.

Pathe-style footage of celebrations in Kingston.

Pathe-style footage of Britain's efforts to get back on its feet.

Kingston docks. The Empire Windrush is preparing to sail.

These descriptions all appear at the start of scenes in 'Small Island'. Starting with the first, put them in chronological order.

'Small Island': reading Act 2, Scene 1

Lesson outcome

Content guidance