Head’s Weekly Update

Mrs Abbie Stephenson, Head of KS4

Mrs Abbie Stephenson, Head of KS4

As we come to the end of Year 9, I would like to congratulate pupils on the excellent progress they have made in English this year. They have shown increasing maturity in their reading, writing and discussion, and we are excited to begin their GCSE studies in September.

To support this transition, all pupils moving into Year 10 are expected to read ‘Of Mice and Men’ by John Steinbeck over the summer holiday.

Why Are We Setting Summer Reading?

At Pangbourne, we place a high value on academic rigour and intellectual curiosity. GCSE English Literature requires pupils not only to understand a text, but also to analyse writers' methods, explore themes and evaluate ideas in depth.

By reading the novel before September, pupils can begin Year 10 with a secure understanding of the plot and characters. This allows lessons to move beyond simply finding out ‘what happens’ and instead focus on the richer, more challenging discussions that develop literary understanding and critical thinking.

Pupils who arrive having read the novel are typically more confident contributors in class, retain knowledge more effectively and are better prepared for the demands of GCSE study. The expectation that pupils complete reading independently before studying a text is also an important part of developing the habits of successful learners.

Summer Reading Expectations

Pupils have been provided with:

- A copy of Of Mice and Men

- A link to the Audiobook (free on YouTube)

- A summer reading booklet

- Guidance on key characters and themes

We recommend that pupils spend approximately 5–7 hours across the Summer reading the novel and completing the accompanying activities. A suggested breakdown might be:

- 3-4 hours reading the novel

- 2 hours completing booklet tasks

- Additional challenge activities for pupils aiming for Grades 7-9

Pupils do not need to analyse every chapter in detail. The most important goal is that they understand:

- What happens in the story

- The key characters and their relationships

- The historical setting of 1930s America

- The main themes that run throughout the novel

Questions Parents Can Ask:

Simple conversations about the novel can greatly improve pupils' understanding and confidence.

Understanding the Plot

- Why do George and Lennie travel together?

- What is their dream for the future?

- What challenges do they face when they arrive at the ranch?

- How do relationships between the characters develop?

- How does the novel end, and why?

Characters

- Why does George stay with Lennie despite the difficulties?

- What makes Lennie vulnerable?

- Which character do you feel most sympathy for and why?

- Why is Curley so confrontational?

- What does Candy contribute to the story?

- Why is Crooks an important character?

Themes and Ideas

- Why is the American Dream important in the novel?

- Does Steinbeck present the dream as achievable?

- How is loneliness shown throughout the story?

- Why do so many characters feel isolated?

- What does the novel suggest about friendship?

- How does Steinbeck present power and inequality?

Historical Context

- What was life like during the Great Depression?

- Why were ranch workers often forced to move from place to place?

- How does Steinbeck present attitudes towards disability?

- How does the novel reflect attitudes towards race in 1930s America?

- What does the novel reveal about the experiences of women at the time?

Challenge Questions (Grades 7–9)

- Is George ultimately a hero or a tragic figure?

- Is the American Dream presented as an illusion?

- Which character best represents loneliness in the novel?

- How does Steinbeck encourage readers to challenge prejudice?

- Why do you think the novel remains relevant today?

- What message do you think Steinbeck wanted his readers to take away from the ending?

Recommended Wider Reading

Pupils who enjoy Of Mice and Men may wish to explore some additional reading over the summer. These texts are not compulsory but will help broaden their literary experience and understanding of themes such as friendship, injustice, power and social inequality.

Accessible Reads

- The Boy in the Striped Pyjamas – John Boyne

- Private Peaceful – Michael Morpurgo

- Animal Farm – George Orwell

- Cane Warriors - Alex Wheatle

- The Crossing - Manjeet Mann

- The Bone Sparrow - Zana Fraillon

- I Must Betray You - Ruta Sepetys

For Stronger Readers

- The Pearl – John Steinbeck

- The Outsiders – S.E. Hinton

- To Kill a Mockingbird – Harper Lee

- The Hypnotist - Laurence Anholt

Pupils could also explore documentaries, articles or short videos about:

- The Great Depression

- The Dust Bowl

- Migrant workers in 1930s America

- The American Dream

A Final Reminder

Pupils should complete the summer work independently. Discussion with family members is encouraged, but all written responses must be their own. The purpose of the summer reading is to develop familiarity with the novel and build confidence before GCSE study begins.

The use of AI tools to generate answers, summaries or written responses is not permitted. Pupils who engage honestly with the text themselves will gain a much deeper understanding and will be far better prepared for Year 10.

Thank you for your support. We hope pupils enjoy reading the novel and look forward to beginning our GCSE journey together in September.

Mrs Sarah Kiernan-Webb, Head of English

Firstly, I would like to congratulate our current Year 10 cohort on their excellent English Literature coursework results this year. Pupils have approached their studies with maturity and commitment, and many have produced work of a very high standard. We are incredibly proud of the effort they have shown so far and look forward to building on this success in Year 11.

As part of their preparation for GCSE English Literature, all pupils moving into Year 11 are expected to read and watch Macbeth over the summer holiday.

Having a secure understanding of the plot, characters and context before September will allow pupils to engage more confidently with lessons and will provide an excellent foundation for their final Literature coursework task, which focuses on the theme of ambition.

Pupils have been provided with:

- A copy of the CGP edition of Macbeth

- A summer reading booklet to guide their understanding

- A linkto a filmed version of the play

We recommend that pupils spend approximately 6-8 hours across the summer engaging with the play and completing the booklet. A suggested breakdown might be:

- 3-4 hours reading the play

- 2-3 hours completing booklet activities

- 2 hours watching the filmed version

- Additional challenge tasks for Pupils aiming for Grades 7-9

In addition, Oxford Castle Prison has an open-air performance of the play this summer and we really encourage you to book tickets and enjoy it with family and friends - the link is here.

Pupils do not need to understand every line perfectly. The most important goal is that they return in September knowing the story, understanding the major characters, and beginning to think about how Shakespeare presents ambition and its consequences.

Questions Parents Can Ask

Talking about the play is one of the most effective ways to deepen understanding. The following questions are designed to support Pupils' thinking and prepare them for their coursework focus on ambition.

Understanding the Plot

- What do the witches tell Macbeth, and why is it important?

- At what point does Macbeth begin to think seriously about becoming king?

- Why does Macbeth kill Duncan?

- How does Macbeth change after becoming king?

- What events lead to Macbeth's downfall?

Thinking About Ambition

- Is Macbeth ambitious before he meets the witches?

- Does ambition make Macbeth stronger or weaker?

- Is Macbeth's ambition his greatest strength or his fatal flaw?

- How does Shakespeare show that ambition can become dangerous?

- Does Macbeth achieve happiness once he gets what he wants?

- What is Shakespeare suggesting about the pursuit of power?

Lady Macbeth and Ambition

- Is Lady Macbeth more ambitious than Macbeth?

- How does she persuade Macbeth to act?

- Does her attitude towards ambition change during the play?

- Who is more responsible for Duncan's murder: Macbeth or Lady Macbeth?

Ambition and Consequences

- What does Macbeth lose because of his ambition?

- How does ambition affect Macbeth's relationships?

- How does guilt connect to ambition in the play?

- What warning might Shakespeare be giving his audience about ambition?

Challenge Questions (Grades 7-9)

- Is ambition always presented negatively in the play?

- Are the witches responsible for Macbeth's actions, or does he choose his own path?

- Could Macbeth have resisted his ambition?

- How might a Jacobean audience have responded to Macbeth's desire for power?

- Which character provides the strongest contrast to Macbeth's ambition, and why?

- To what extent is Macbeth responsible for his own downfall?

A Final Reminder

Pupils should complete the summer work independently. Discussion with family members is encouraged, but all written responses must be their own. The use of AI tools to generate answers, summaries or written work is not permitted. Pupils who engage honestly with the reading over the summer will gain far more from the experience and will be much better prepared for the demands of Year 11 and their final coursework.

Thank you for your continued support. We wish all our Pupils a restful and enjoyable summer break and look forward to welcoming them back in September.

Mrs Sarah Kiernan-Webb, Head of English