English, History & Politics

From Beauty and the Beast to Little Red Riding Hood, animals play a prominent role in traditional fairy tales – sometimes representing what we most fear or desire. We consider the role of animals in Angela Carter’s rewritings of classic fairy tales in her collection, The Bloody Chamber. We discuss these tales in the context of feminism and discuss how Carter challenges traditional gender ideas.   Linked modules • AQA-Writing about society (Into the Wild, The Suspicions of My Whicher/Murder at Road Hill House, The Great Gatsby, The Kite Runner) • Cambridge Int-Pre- and Post-1900 Poetry and Prose • Pearson-Drama Texts • Pearson-Prose Fiction and other Genres • OCR-Linguistic analysis of authentic texts. • OCR-Original writing for a real-world purpose on a topical language issue. • OCR-Section A: Language under the microscope • Section B: Writing about a topical language issue • Section C: Comparing and contrasting texts.

The difference between descriptive and critical writing, & how to write critical paragraphs Linked modules • AQA-Critical commentary

One of the most important and empowering writing skills we can learn is to develop an argument in our essays, presentations and other pieces of work. Students explore what an argument is, how it helps to structure an entire piece of writing, and try their hand at turning their own thoughts about a work of literature into critical stances within wider debates.  Linked modules • AQA-Methods of language analysis • OCR-Linguistic analysis of authentic texts. • OCR-Section A: Language under the microscope • Section B: Writing about a topical language issue • Section C: Comparing and contrasting texts.

In early folklore, vampires are represented as grotesque, corpse-like figures, mindlessly feeding on their victims. Absorbed into popular literature, the figure of the vampire has undergone many transformations, from aristocratic dandy to teenage heartthrob. What hasn’t changed is the vampire’s popularity. We consider what accounts for the enduring appeal of the literary vampire and ask how this versatile literary figure might be linked to a range of social and historical anxieties.   Linked modules • AQA-Imagined worlds (Frankenstein, Dracula, Handmaids Tale, Lovely Bones)

From Goodbye to All That to Oh! What a Lovely War and Blackadder Goes Forth, World War One has had a profound effect on our culture. And poets, novelists and memoirists have played a major role in shaping our understanding of the war and its effects. We examine war poets such as Wilfred Owen and Edward Thomas and consider how modernist writers such as Ford Madox Ford, T S Eliot and Virginia Woolf responded to the conflict.   Linked modules • AQA-Writing about society (Into the Wild, The Suspicions of My Whicher/Murder at Road Hill House, The Great Gatsby, The Kite Runner) • Cambridge Int-Pre- and Post-1900 Poetry and Prose • OCR-Section A: Language under the microscope • Section B: Writing about a topical language issue • Section C: Comparing and contrasting texts.

Isn’t poetry outdated? Aren’t poets out of touch with the real world? From Popeye to the Simpsons and Cardi B, we explore examples of poets writing and using popular culture to create character and voice. Students critically and creatively analyse their position as readers of text and consider poets’ reasons for including popular culture in their work. Linked modules • AQA-Poetic voices (John Dronne, Robert Browning, Carol Ann Duffy, Seamus Heaney) • Cambridge Int-Drama and Poetry

Frankenstein is told through multiple male voices – Robert Walton, Victor Frankenstein, and the creature. The female characters play an important role but seem to occupy the margins of the narrative. We explore the representation of women in this novel, examining attitudes to gender and focus on the often-overlooked character of Safie. Linked modules • AQA-Imagined worlds (Frankenstein, Dracula, Handmaids Tale, Lovely Bones)

In the 19th century it was believed that women were particularly prone to mental illness. Students explore attitudes towards gender and madness in Victorian literature and culture. We consider how so-called madwomen are represented in the characters of Bertha Rochester in Charlotte Bronte’s Jane Eyre, and Miss Havisham in Charles Dickens’, Great Expectations. We examine these characters and decide whether these women were mad, bad, or misunderstood.   Linked modules • AQA-Writing about society (Into the Wild, The Suspicions of My Whicher/Murder at Road Hill House, The Great Gatsby, The Kite Runner) • Cambridge Int-Pre- and Post-1900 Poetry and Prose • OCR-Linguistic analysis of authentic texts.

Margaret Atwood’s The Handmaid’s Tale (1985) is often seen as a feminist response to George Orwell’s classic dystopia Nineteen Eighty-Four (1949). But why was such a response necessary? We place these texts into a historical context of 20th century dystopia fictions and their representations of women in particular. Students are invited to develop and challenge their critical thinking, while responding to a range of literary criticism on this topic.   Linked modules • AQA-Imagined worlds (Frankenstein, Dracula, Handmaids Tale, Lovely Bones) • AQA-Writing about society (Into the Wild, The Suspicions of My Whicher/Murder at Road Hill House, The Great Gatsby, The Kite Runner) • Pearson-Drama Texts • OCR-Language in the media.

This session covers essential IR theories: Realism on power and anarchy, Liberalism on cooperation and institutions, Constructivism on ideas and identities, and Critical Theory on power structures and marginalised voices.

This session can be tailor made depending on requirements. This session can take a comparative look at political ideologies generally or may focus on a particular ideology. Case studies might include: • the role of ideology in politics • liberalism • conservatism • socialism • nationalism • feminism • fascism, • green political theory • anarchism • religion and politics, multi-culturalism, and secularism. • theories of the state Linked modules • AQA-Political ideas • Pearson-UK Politics and Core Political Ideas • Pearson-UK Government and Non-core Political Ideas • Pearson-Comparative Politics • WJEC-Political concepts and theories

This session can be tailor made depending on requirements. This session can take a comparative look at different political movements or may focus on a particular political movement. Case studies might include: • Depoliticisation • Civil society • Women’s rights • LGBTQ+ rights • Environmentalism and animal rights movement • Labour movement • Globalisation and its opponents Linked modules • AQA-Government and politics of the UK • AQA-Government and politics of the USA and comparative politics • Pearson-UK Government and Non-core Political Ideas • Pearson-Comparative Politics • WJEC-Living and participating in a democracy

This session looks at the key political developments in British politics from 1945 to the present, through the lens of political institutions, including a case study of the Labour Party. It also explores key scholarly debates, such as the question of ‘consensus’ in British politics. Linked modules • AQA-Government and politics of the UK • Pearson-UK Politics and Core Political Ideas • Pearson-UK Government and Non-core Political Ideas • WJEC-Government in Wales and the United Kingdom • WJEC-Living and participating in a democracy

This session asks the question: why did the USA elect Donald Trump as president in 2016? As this session shows, the ‘fault lines’ which appeared to be generated by his election actually ran back further than has often been thought. Linked modules • AQA-Government and politics of the USA and comparative politics • Pearson-Comparative Politics • WJEC-Living and participating in a democracy • WJEC-Government and politics of the USA

We explore the historiography and historical debates around the central event in early modern Britain: the Protestant reformation. Not only did this event represent a revolution in religion, but also in law, government, politics and society. It also radically changed the relationship between the state and the people it governed. Was this revolution a top-down process, brought about by political and religious elites on an unwilling population. Or was it a genuinely radical process, which reflected the religious attitudes and faith of ordinary people? Linked modules • AQA- The Tudors: England, 1485–1603 • AQA-The Reformation In Europe, C1500–1564 • AQA-Religious Conflict And The Church In England, C1529–C1570 • Pearson-England, 1509–1603: Authority, Nation And Religion • WJEC-Government, Rebellion And Society In Wales And England C.1485-1603 • WJEC-Political And Religious Change In Europe C.1500-1598 • WJEC-The Mid Tudor Crisis In Wales And England C.1529-1570 Part 1: Problems, Threats And Challenges C.1529-1553 • WJEC-Religious Reformation In Europe C.1500-1564 Part 1: The Outbreak And Spread Of The Reformation In Germany C.1500- 1531 • WJEC-Poverty, Protest And Rebellion In Wales And England C.1485-1603 • WJEC-Reformation And Discovery: Europe C.1492-1610 • WJEC-The Mid Tudor Crisis In Wales And England C.1529-1570 Part 2: Challenges Facing Mary And Elizabeth C.1553-1570 • WJEC-The Religious Reformation In Europe C.1500-1564 Part 2: Spread Of Protestantism And Counter-Reformation C.1531-1564.

Students examine a case study of women from the early modern period. They explore social change and mass movements outside of ‘traditional revolutions,’ through the feminist movement and up to the present day. Topics could cover: • women in the early modern period (c. 1450-1780) • women and the early modern witchcraze. • women, the French Revolution and early feminism. • women, work and industrialisation. • women, sex and society, c. 1800-present. • women and the vote. • women, empire and nationalism in Ireland and India, c. 1880-1950. • women and politics, c. 1918-Present. Linked modules • AQA- Industrialisation and the people: Britain, c1783–1885 • AQA-Challenge and transformation: Britain, c1851–1964 • AQA-France in Revolution, 1774–1815 • AQA-The Making of Modern Britain, 1951–2007 • AQA- Wars and Welfare: Britain in Transition, 1906–1957 • Pearson-France in revolution, 1774–99 • Pearson-Britain, c1785–c1870: democracy, protest and reform • Pearson-India, c1914–48: the road to independence • Pearson-Britain transformed, 1918–97 • Pearson-The witch craze in Britain, Europe and North America, c1580–c1750 86 • Pearson-Industrialisation and social change in Britain, 1759–1928: forging a new society 88 • Pearson- Poverty, public health and the state in Britain, c1780–1939a • Pearson-Britain: losing and gaining an empire, 1763–1914 • Pearson-The British experience of warfare, c1790–1918 • Pearson-Protest, agitation and parliamentary reform in Britain, c1780–1928 95 • Pearson-Ireland and the Union, c1774–1923 • Pearson-The changing nature of warfare, 1859–1991: perception and reality • Pearson-Mass media and social change in Britain, 1882–2004 • WJEC-Revolution And New Ideas In Europe C.1780-1881 • WJEC-Reform And Protest In Wales And England C.1783-1848 Part 1: Radicalism And The Fight For Parliamentary Reform C.1783-1832 • WJEC-Politics And Society In Wales And England C.1900-1939 Part 1: Politics, Society And The War: Wales And England C.1900-1918 • WJEC-France: Ancién Regime To Napoleon C. 1715-1815 • WJEC-Parliamentary Reform And Protest In Wales And England C. 1780-1885 • WJEC-Social Change And Reform In Wales And England C. 1890-1990 • WJEC-Reform And Protest In Wales And England C.1783-1848 Part 2: Protest And Campaigns For Social Reform C.1832-1848 • WJEC-Politics And Society In Wales And England C.1900-1939 Part 2: Economic And Social Challenges In Wales And England, C.1918 - 1939

We examine the changing nature of political power in 20th Century by looking at the personality cult around Josef Stalin and placing it in broader historical context. Students focus on images, and their interpretation as historical sources, as a way of best understanding the changes which occurred in this period of Russian history. Linked modules • AQA-Tsarist and Communist Russia, 1855–1964 • AQA- International Relations and Global Conflict, c1890–1941 • AQA- Revolution and dictatorship: Russia, 1917–1953 • AQA- The Crisis of Communism: The USSR and the Soviet Empire, 1953–2000 • Pearson- Russia in revolution, 1894–1924 36 • Pearson- Russia, 1917–91: from Lenin to Yeltsin • Pearson- The making of modern Russia, 1855–1991 • WJEC- Europe In An Age Of Conflict And Co-Operation C.1890-1991 • WJEC-Changing Leadership And Society In Russia C.1881-1989

The team has specialist knowledge in the area of ancient history and can tailor the session to fit your requirements. Topics could include: • political ideas and philosophy • gender and sexuality • art, literature and culture • war and empire • political leadership and its representation • society and economy Linked modules • OCR-The Politics and Society of Sparta, 478–404 BC • OCR-The Politics and Culture of Athens, c.460–399 BC • OCR-The Rise of Macedon, 359–323 BC • OCR-The Julio-Claudian Emperors, 31 BC–AD 68 • OCR-The Breakdown of the Late Republic, 88–31 BC • OCR-The Flavians, AD 68–96 • OCR-Ruling Roman Britain, AD 43–c.128

Students examine the French Revolution through a case study of Napoleon Bonaparte, and his image. They explore how Napoleon forged not only an empire that dominated Europe, but also his own legend, as well as the impact of that legend on nineteenth-century France. Students analyse these themes through a variety of different primary sources: both visual and textual. Linked modules • AQA- France in Revolution, 1774–1815 • Pearson- France in revolution, 1774–99 • WJEC- Europe In The Age Of Absolutism And Revolution C.1682-1815 • WJEC- France In Revolution C.1774-1815 Part 2: France: Republic And Napoleon C.1792-1815

Through a case study of the Irish border we explore the contours and controversies of modern Irish history. The session moves from the political, social and economic trends that led to the creation of the border from the 17th century onwards, to its creation in the 1920s, through to the Northern Irish Troubles and up to its uncertain status today. Key questions include... Why was Ireland partitioned? Could this have been avoided? Is a United Ireland a possibility in the future? Linked modules • AQA-The British Empire, c1857–1967 • AQA- Wars and Welfare: Britain in Transition, 1906–1957 • AQA-The Making of Modern Britain, 1951–2007 • Pearson-Britain transformed, 1918–1997. • Pearson-Britain: losing and gaining an empire, 1763–1914. • Pearson-The British experience of warfare, c1790–1918 Pearson-Protest, agitation and parliamentary reform in Britain, c1780–1928 • Pearson-Ireland and the Union, c. 1774–1923 • WJEC- Politics, People And Progress: Wales And England C.1880-1980 • WJEC- Politics And Society In Wales And England C.1900-1939 Part 1: Politics, Society And The War: Wales And England C.1900-1918 • WJEC- Politics And Society In Wales And England C.1900-1939 Part 2: Economic And Social Challenges In Wales And England, C.1918 – 1939

Explaining Hitler’s rise to power has long proved to be a deeply controversial process- which has divided not only historians, but also journalists, politicians and ordinary citizens, both in Germany and internationally. This session both explores and critiques the differing explanations for this process, and in so doing, shows how the rise of the Nazis was far from simple and straightforward. Linked modules • AQA- The quest for political stability: Germany, 1871–1991 AQA- International Relations and Global Conflict, c1890–1941 • AQA- Democracy and Nazism: Germany, 1918–1945 • Pearson- Germany and West Germany, 1918–89 • Pearson- Germany, 1871–1990: united, divided and reunited. • WJEC- Europe In An Age Of Conflict And Co-Operation C.1890-1991 • WJEC- Changing Leadership And Society In Germany C.1871-1989 • WJEC- Germany: Democracy And Dictatorship C.1918-1945 Part 2: Nazi Germany C.1933-1945

We look at the complex impacts of war on society (not limited to, but including on soldiers, women, sexuality, culture, food, health, political reform and revolution) through a choice of case studies including: • warfare and Ancient Greece • war and the British Nation, c. 1689-1815 • the First World War and European Society • the Irish Revolution and its aftermath, c. 1921-1939 • the Second World War and British society • the Second World War and European society • the Second World War and Neutral Ireland • the Vietnam War and the USA, Linked modules • AQA- Industrialisation and the people: Britain, c1783–1885 • AQA- Industrialisation and the people: Britain, c1783–1885 • AQA-Challenge and transformation: Britain, c1851–1964 • AQA-Tsarist and Communist Russia, 1855–1964 • AQA-The British Empire, c1857–1967 • AQA-The making of a Superpower: USA, 1865–1975 • AQA-The quest for political stability: Germany, 1871–1991 • AQA- International Relations and Global Conflict, c1890–1941 • AQA- Wars and Welfare: Britain in Transition, 1906–1957 • AQA-Revolution and dictatorship: Russia, 1917–1953 • AQA-Democracy and Nazism: Germany, 1918–1945 • AQA-The American Dream: reality and illusion, 1945–1980 • AQA-The Cold War, c1945–1991 • Pearson-Russia in revolution, 1894–1924 • Pearson-Britain, c1785–c1870: democracy, protest and reform • Pearson-Russia, 1917–91: from Lenin to Yeltsin • Pearson- In search of the American Dream: the USA, c1917–96 • Pearson-Germany and West Germany, 1918–89 • Pearson-Britain transformed, 1918–97 • Pearson-The USA, 1955–92: conformity and challenge • Pearson-Industrialisation and social change in Britain, 1759–1928: forging a new society • Pearson- Poverty, public health and the state in Britain, c1780–1939 • Pearson-Britain: losing and gaining an empire, 1763–1914 • Pearson-The British experience of warfare, c1790–1918 • Pearson-Protest, agitation and parliamentary reform in Britain, c1780–1928 • Pearson-Ireland and the Union, c1774–1923 • Pearson-The changing nature of warfare, 1859–1991: perception and reality • Pearson-Germany, 1871–1990: united, divided and reunited • Pearson-The making of modern Russia, 1855–1991 • Pearson-Civil rights and race relations in the USA, 1850–2009 • Pearson-Mass media and social change in Britain, 1882–2004 • OCR-Relations between Greek states and between Greek and non-Greek states, 492–404 BC • OCR-The Politics and Society of Sparta, 478–404 BC • OCR-The Politics and Culture of Athens, c.460–399 BC • OCR-The Rise of Macedon, 359–323 BC • WJEC-Government, Revolution And Society In Wales And England C.1603-1715 • WJEC-Politics, Protest And Reform In Wales And England C.1780-1880 • WJEC-Politics, People And Progress: Wales And England C.1880-1980 • WJEC-Europe In The Age Of Absolutism And Revolution C.1682-1815 • WJEC-Revolution And New Ideas In Europe C.1780-1881 • WJEC-Europe In An Age Of Conflict And Co-Operation C.1890-1991 • WJEC-Reform And Protest In Wales And England C.1783-1848 Part 1: Radicalism And The Fight For Parliamentary Reform C.1783-1832 • WJEC-Politics And Society In Wales And England C.1900-1939 Part 1: Politics, Society And The War: Wales And England C.1900-1918 • WJEC-Germany: Democracy And Dictatorship C.1918-1945 Part 1: Weimar And Its Challenges C.1918-1933 • WJEC-Parliamentary Reform And Protest In Wales And England C. 1780-1885 • WJEC-Politics And Society In Wales And England C.1900-1939 Part 2: Economic And Social Challenges In Wales And England, C.1918 - 1939 • WJEC-Germany: Democracy And Dictatorship C.1918-1945 Part 2: Nazi Germany C.1933-1945

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