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Year 7: This module, we are moving forward in time (from the Old English poetry of the Anglo-Saxons) to beginning studying Middle English through Chaucer’s The Canterbury Tales. In doing so, we will explore how literature can function as social commentary: highlighting human hypocrisy and giving voice to the marginalised.
We will not study all of the tales of course (there are 24 and some are not appropriate for a young audience), but it will be interesting to see how our students register the shift: from epic poetry and a focus on the heroic adventures of powerful and privileged men, to a far more grounded and diverse reflection of both society and humanity. A particular highlight of this module’s study will no doubt include The Wife of Bath’s tale, and her much debated status as a feminist icon.
Helpful links:
LAB English Google Site - year 7 https://www.bbc.co.uk/bitesize/guides/zm4mn39/revision/7
Year 7 responses to our MYP Statement of Inquiry
Opposite you will see an example of Harry's (7E) work on the context of The Canterbury Tales. 7E will revisit this in modules 5 and 6, when they study life in Medieval England, The Black Death and The Peasants' Revolt in their History lessons!
English
Year 8 responses to our MYP Statement of Inquiry
Year 8: During this module, Year 8 are studying the Romantic Poetry of Blake, Wordsworth and Coleridge. These famous poets place emphasis on the awe-inspiring nature of the natural world, and condemn the rigid rules of society. Through a series of poems, students will have the opportunity to evaluate writers’ words and gain understanding of the historical context and movements which so influenced their work.
Students have thus far studied the poem London by William Blake.
In year 8 this week, students were asked to create their own Romantic poems based on the conventions of Romanticism.
Students were encouraged to find inspiration by going for a walk, observing the places and people around them, or simply by looking out of the window.
The birds circle around me,
Tweeting their own unique song.
The rise of the wind,
The whistling of the trees,
People mumble and shout around me,
Cars and vans screech before me,
No one around to notice the green,
No one around to feel the green.
The buildings tower over me,
Threatening me,
Questioning me in their society.
But the nature keeps me in check,
In line with the world.
Emily, 8D
The sun rises
As the birds tweet
I set out for a walk
I crossed the street
The talking surrounds me
Like I can’t escape
Yet the silence deafens me
What's my mistake?
The trees encase me
The wind blows
The noises are gone
Yet I’m not alone
Niamh, 8D
Romanticism
Oaks swing in the breeze
Many walks in nature
A lovely day
Nature
Trees dancing in the wind
I'm walking in the flowers
Calling to the birds
Im staring at the sun
Singing in the grass
Morning breeze in my face
Ben, 8D
Year 9: During this module, Year 9 are studying George Orwell’s Animal Farm. Animal Farm is an allegorical fable where the characters and plot reflect historical events; the story is shaped by Orwell’s view of The Russian Revolution and the events of Animal Farm parallel that of the USSR’s history.
It is critical that students understand the complex concepts of Marxism, Communism, Socialism and the Russian Revolution in order to appreciate the social critique provided by Orwell - this is no mean feat, but our founding students are definitely up for the challenge!
Helpful links:
https://www.coursehero.com/lit/Animal-Farm/
https://www.cliffsnotes.com/literature/a/animal-farm/animal-farm-at-a-glance
English
Year 9 responses to our MYP Statement of Inquiry
Please see below for some of out TIF Google Classroom Responses to Amanda Gorman’s poem The Hill We Climb...
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