10Q1 Thematic Study Homework

The Task

A key skill that is needed to produce high level work in GCSE is the ability to connect thematic concepts between seemingly disparate texts.

As part of developing these skills, you will choose a theme you wish to investigate through 5 types of text.

Literature - 1 text with a critical reputation.

Music - A selection of 3 songs.

Poetry - A selection of 3 poems.

Film - 1 film

Art - 2 Piece of art work.

You will complete a weekly journal which notes what you have studied and your findings.

The between the 14th and the 21st October you will be presenting your findings as part of your GCSE / IGCSE Speaking and Listening assessment.

Theme - Click the link for the official definition

But for our purposes a theme is: A topic or issue discussed within a text.

You have choice over your theme but there are a list of themes below. Remember some themes (such as love) can be quite broad so try to narrow your focus down to a specific element such as 'Influence of Love' or 'Absence of Love' etc.

Here are a list of themes you may wish to look at:

The Paradox of Life

Anti-Heroes

Inner Conflict

Religion

Corrupting Influence of Power

Love and its influence.

Dystopian Futures

The Role of Women

Revenge

Heroes

The Journal

The Journal must be kept and handed in on a weekly basis and can be submitted in the following forms:

1) As a printed document - not scrappy pieces of paper (this will not be accepted).

2) As a link to a blog (Please seek prior approval) tweeted to @MilEnglish or emailed from your school account (not personal account) to chris.milne@mca.attrust.org.uk - wordpress and blogger.com are very simple formats to use.

3) A comment on under this posting


The journal should consider the following questions (which can be used as headings):

1) How was your chosen theme presented?

(positively, negatively, in-depth, ironically, some aspects covered but not others)

2) What was similar or different to the presentation in your other texts?

3) How do the characters / artists react to the theme or events?


The presentation will be filmed as part of your on going English assessment and must be longer 4 to 5 minutes long or you may lose marks.

The presentation does not have to cover all your texts only the most interesting parts you found.

The presentation addresses the questions above making clear links to the similarities and differences of your texts.

You may use a cue card the size of a postcard and any props you wish to bring (artwork, music, books etc).


TEXTS







The choice of texts are entirely up to you.

Your choice of Literature must be approved by me and must have a critical reputation.

Critical Reputation - The text or author is award winning or nominated.
                                  The author makes up part of the Literary Canon.
                                  The text has been reviewed by another established writer.

Here is a suggested reading list but this is not exhaustive:

Life of Pi
Catch 22
Slaughterhouse 5
1984
Animal Farm
Skepticism Inc
Catcher in the Rye
Hamlet
Romeo and Juliet
Richard III
A Brave New World
The Taming of the Shrew
To Kill a Mockingbird
A Woman of No Importance
Enduring Love
The Big Sleep
The Great Gatsby
Brighton Rock
Romeo and Juliet

You can see the work that some other students have completed in a school in London here

You have a lot of freedom in your study - use this to look at things you are interested in and you will find it a lot more fun.

Good Luck

Mr Milne 

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Individual Presentation - Why I am suited to my ideal job...

Many of you will be doing individual presentations between now and December. Here is a top level response that I had from a student at my previous school asked to present on Why they were suited to their ideal job...

Some people have a clear idea from very early on in their childhood about what they want to do when they 'grow up'. This can often focus on the heroes of children's television: a Policeman, a Fireman or whatever 'Sportacus' is.

For many, and I include myself in this, it is a longer process of appraising what I enjoy and am good at in school and then trying to link these skills with a career I think I would enjoy. As I've just been through '6th Form Options' at the schools and local colleges, it is something that I've been clarifying recently.

I'm a creative person and I love my maths and physics lessons; as I browsed through career options  looking at where I could use my skills, my heart quickened and brain began to tick over at the idea of becoming an Engineer. It seems to tick all the boxes for me:

The calculations of weight and mass and the complex formulas to challenge me.

The ability to move something from the depths of my imagination, to paper and then eventually realising the construction in front of my eyes.

The development of relationships and collaborative work between the 'creative team' and 'the client'.

These aspects are what makes school enjoyable for me each day: Challenge, Creativity and Interaction.

So I am sure the job suits me but why do I suit the job?

Throughout my school life I've always been focused and dedicated. Even if a subject did not catch my imagination, I wanted to perfect it and prove to myself I could do anything I put my mind to. But I suppose my 'unknown interest' in engineering came from the simple red and yellow building blocks in Primary School.

I would sit for hours perfecting a building, balancing weight and strength of a structure until I got it right. I would try something, test it and then evaluate it's success and if necessary, start again. These skills are something that would bring success in Engineering. I recognise that the creation of something is a process and that creating and developing a project will need reworking to a client's vision.

Each day is a different day and this variety is something I've learned to cope with. Initially GCSE moved at a pace that could often be frustrating. Learning something new and complex one day and to then be expected to understand and build on this to illustrate something more complex the next day was at times intimidating. But I realise that challenges are the way to engage the mind. This brings me daily excitement: whether it is the challenge of understanding and then applying formula in maths or interpreting data in physics.

Finally, the collaborative work. This is something that I have always been involved in throughout my school life. From school councils to group work in the class, it has been something I've thrived on. I am able to recognise where and when input is needed and take a step back if I recognise that someone has more expertise to lead a group but I am also prepared to step forward and shape a task in order to make sure it is completed by the deadline.

To conlcude, although Engineering is a new discipline to me, I believe I have the skills needed to become successful in this career. I'm dedicated, evaluative and thorough in my work and able to take constructive feedback to develop a constant focus on improvement.

I leave you with a quotation that sums up my enthusiasm for my career:

Engineers are not mere technicians and should not approve or lend their name to any project that does not promise to be beneficent to man and the advancement of civilization.

Thank You

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