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Y10 students from The Corbet School, Lakelands Academy and Ellesmere College will collaborate to develop the agility and confidence to compete in this summer’s festival of Spoken English..

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Lovely to see and hear our students speaking so eloquently at this year's HPL Annual Conference...

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Lovely to see and hear our students speaking so eloquently at this year's HPL Annual Conference...

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https://pbs.twimg.com/media/FOunE61XwAYOlQ_?format=jpg&name=small

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Two Y11 classes going head-to-head in a debate...

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Two Y11 classes going head-to-head in a debate...

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https://pbs.twimg.com/media/FOm55GKXMAMQNf-?format=jpg&name=360x360

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https://pbs.twimg.com/media/FOm55GKXMAMQNf-?format=jpg&name=small

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Y12 IB taking advantage of the first warm sun of the year...

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Y12 IB taking advantage of the first warm sun of the year...

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https://pbs.twimg.com/media/FOd7tUFX0AoHYkD?format=jpg&name=small

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Y12 literature students responding creatively to 'The Duchess of Malfi'...

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Y12 literature students responding creatively to 'The Duchess of Malfi'...

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https://twitter.com/Ravenenglish_EC/status/1506569028030107652/photo/2

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Looking forward to seeing the final products as Y12 literature students create three separate artefacts that link context, characters and 'darkness' in 'The Duchess of Malfi' to the metaphor of a "common fountain"... @ellesmerecoll @HPLedu

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Looking forward to seeing the final products as Y12 literature students create three separate artefacts that link context, characters and 'darkness' in 'The Duchess of Malfi' to the metaphor of a "common fountain"... @ellesmerecoll @HPLedu https://t.co/jgn7kLCm3j

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Don’t miss what’s happening

People on Twitter are the first to know.

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Looking forward to seeing the final products as Y12 literature students create three separate artefacts that link context, characters and 'darkness' in 'The Duchess of Malfi' to the metaphor of a "common fountain"... @ellesmerecoll @HPLedu pic.twitter.com/jgn7kLCm3j
— English at Ellesmere (@Ravenenglish_EC) March 23, 2022

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Looking forward to seeing the final products as Y12 literature students create three separate artefacts that link context, characters and 'darkness' in 'The Duchess of Malfi' to the metaphor of a "common fountain"... @ellesmerecoll @HPLedu https://t.co/jgn7kLCm3j

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Looking forward to seeing the final products as Y12 literature students create three separate artefacts that link context, characters and 'darkness' in 'The Duchess of Malfi' to the metaphor of a "common fountain"... @ellesmerecoll @HPLedu https://t.co/jgn7kLCm3j

# data[].attributes.attachment_link.metadata.attachment_props.text
Looking forward to seeing the final products as Y12 literature students create three separate artefacts that link context, characters and 'darkness' in 'The Duchess of Malfi' to the metaphor of a "common fountain"... @ellesmerecoll @HPLedu

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Y10 have been 'creating' their set for 'An Inspector Calls'...

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Y10 have been 'creating' their set for 'An Inspector Calls'...

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https://twitter.com/Ravenenglish_EC/status/1465723383476281346/photo/4

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Good to see Y10 students working with precision and collaborating well as they create the set of Priestley’s ‘An Inspector Calls’… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Good to see Y10 students working with precision and collaborating well as they create the set of Priestley’s ‘An Inspector Calls’… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/VnC168xDut

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Good to see Y10 students working with precision and collaborating well as they create the set of Priestley’s ‘An Inspector Calls’… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/VnC168xDut
— English at Ellesmere (@Ravenenglish_EC) November 30, 2021

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Good to see Y10 students working with precision and collaborating well as they create the set of Priestley’s ‘An Inspector Calls’… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/VnC168xDut

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Good to see Y10 students working with precision and collaborating well as they create the set of Priestley’s ‘An Inspector Calls’… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/VnC168xDut

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Good to see Y10 students working with precision and collaborating well as they create the set of Priestley’s ‘An Inspector Calls’… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y12 A-Level and IB groups have been learning about the Wars of the Roses and making links to 'Richard III'...

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Y12 A-Level and IB groups have been learning about the Wars of the Roses and making links to 'Richard III'...

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https://twitter.com/Ravenenglish_EC/status/1468341625294409731/photo/2

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After yesterday’s windswept visit to Bosworth Field, Y12 literature students engaged in their own dynastic strategy-planning (and Machiavellian shenanigans) in a game of Kingmaker…⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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After yesterday’s windswept visit to Bosworth Field, Y12 literature students engaged in their own dynastic strategy-planning (and Machiavellian shenanigans) in a game of Kingmaker…⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/vKt0BlXTPE

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After yesterday’s windswept visit to Bosworth Field, Y12 literature students engaged in their own dynastic strategy-planning (and Machiavellian shenanigans) in a game of Kingmaker…⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/vKt0BlXTPE
— English at Ellesmere (@Ravenenglish_EC) December 7, 2021

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After yesterday’s windswept visit to Bosworth Field, Y12 literature students engaged in their own dynastic strategy-planning (and Machiavellian shenanigans) in a game of Kingmaker…⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/vKt0BlXTPE

# data[].attributes.attachment_link.metadata.attachment_props.original_text
After yesterday’s windswept visit to Bosworth Field, Y12 literature students engaged in their own dynastic strategy-planning (and Machiavellian shenanigans) in a game of Kingmaker…⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/vKt0BlXTPE

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After yesterday’s windswept visit to Bosworth Field, Y12 literature students engaged in their own dynastic strategy-planning (and Machiavellian shenanigans) in a game of Kingmaker…⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Tabitha's taking a fairly creative approach to her work on 'The Grapes of Wrath'...

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Tabitha's taking a fairly creative approach to her work on 'The Grapes of Wrath'...

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https://twitter.com/Ravenenglish_EC/status/1485694692658495493/photo/2

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Great to see how creatively Tabitha, Year 12, responded to the task of researching some of the context behind Steinbeck’s ‘Grapes of Wrath’… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Great to see how creatively Tabitha, Year 12, responded to the task of researching some of the context behind Steinbeck’s ‘Grapes of Wrath’… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/keg3wSl0wy

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Great to see how creatively Tabitha, Year 12, responded to the task of researching some of the context behind Steinbeck’s ‘Grapes of Wrath’… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/keg3wSl0wy
— English at Ellesmere (@Ravenenglish_EC) January 24, 2022

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Great to see how creatively Tabitha, Year 12, responded to the task of researching some of the context behind Steinbeck’s ‘Grapes of Wrath’… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/keg3wSl0wy

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Great to see how creatively Tabitha, Year 12, responded to the task of researching some of the context behind Steinbeck’s ‘Grapes of Wrath’… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/keg3wSl0wy

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Great to see how creatively Tabitha, Year 12, responded to the task of researching some of the context behind Steinbeck’s ‘Grapes of Wrath’… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y10 have been given the space to take an open-minded, creative approach to analysing poetry...

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Y10 have been given the space to take an open-minded, creative approach to analysing poetry...

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https://twitter.com/Ravenenglish_EC/status/1490757388265218048/photo/1

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Y10 responding creatively to Sujata Bhatt’s Search For My Tongue… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y10 responding creatively to Sujata Bhatt’s Search For My Tongue… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/u0zYxZZGQJ

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Y10 responding creatively to Sujata Bhatt’s Search For My Tongue… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/u0zYxZZGQJ
— English at Ellesmere (@Ravenenglish_EC) February 7, 2022

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Y10 responding creatively to Sujata Bhatt’s Search For My Tongue… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/u0zYxZZGQJ

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Y10 responding creatively to Sujata Bhatt’s Search For My Tongue… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/u0zYxZZGQJ

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Y10 responding creatively to Sujata Bhatt’s Search For My Tongue… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y12 A-Level have been getting creative with 'A Streetcar Named Desire'...

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Y12 A-Level have been getting creative with 'A Streetcar Named Desire'...

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https://twitter.com/Ravenenglish_EC/status/1492105818900205592/photo/2

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Year 12’s Mardi Gras flags about ‘A Streetcar Named Desire’…lots of creativity and fun… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Year 12’s Mardi Gras flags about ‘A Streetcar Named Desire’…lots of creativity and fun… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/xkUqdx8NoI

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Year 12’s Mardi Gras flags about ‘A Streetcar Named Desire’…lots of creativity and fun… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/xkUqdx8NoI
— English at Ellesmere (@Ravenenglish_EC) February 11, 2022

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Year 12’s Mardi Gras flags about ‘A Streetcar Named Desire’…lots of creativity and fun… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/xkUqdx8NoI

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Year 12’s Mardi Gras flags about ‘A Streetcar Named Desire’…lots of creativity and fun… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/xkUqdx8NoI

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Year 12’s Mardi Gras flags about ‘A Streetcar Named Desire’…lots of creativity and fun… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Delivering presentations as a group helps Y9 students to be mentally agile and is great preparation for ESB in Years 10 and 12...

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Delivering presentations as a group helps Y9 students to be mentally agile and is great preparation for ESB in Years 10 and 12...

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https://twitter.com/Ravenenglish_EC/status/1493374163561627655/photo/1

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Inspired by ‘The Hate U Give’, Y9 worked in teams to create a political movement, a manifesto, a speech that was shared with their peers. It was good preparation for ESB and a great chance to link things together. ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ ⁦@ESBUK⁩

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Inspired by ‘The Hate U Give’, Y9 worked in teams to create a political movement, a manifesto, a speech that was shared with their peers. It was good preparation for ESB and a great chance to link things together. ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ ⁦@ESBUK⁩ https://t.co/0oqmNaVC9L

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Inspired by ‘The Hate U Give’, Y9 worked in teams to create a political movement, a manifesto, a speech that was shared with their peers. It was good preparation for ESB and a great chance to link things together. ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ ⁦@ESBUK⁩ pic.twitter.com/0oqmNaVC9L
— English at Ellesmere (@Ravenenglish_EC) February 14, 2022

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Inspired by ‘The Hate U Give’, Y9 worked in teams to create a political movement, a manifesto, a speech that was shared with their peers. It was good preparation for ESB and a great chance to link things together. ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ ⁦@ESBUK⁩ https://t.co/0oqmNaVC9L

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Inspired by ‘The Hate U Give’, Y9 worked in teams to create a political movement, a manifesto, a speech that was shared with their peers. It was good preparation for ESB and a great chance to link things together. ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ ⁦@ESBUK⁩ https://t.co/0oqmNaVC9L

# data[].attributes.attachment_link.metadata.attachment_props.text
Inspired by ‘The Hate U Give’, Y9 worked in teams to create a political movement, a manifesto, a speech that was shared with their peers. It was good preparation for ESB and a great chance to link things together. ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ ⁦@ESBUK⁩

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Y12 IB have been given the space to creatively respond to Plath's poem, Daddy...

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Y12 IB have been given the space to creatively respond to Plath's poem, Daddy...

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https://twitter.com/Ravenenglish_EC/status/1493632471912615939/photo/1

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Given an hour to analyse and respond creatively to Plath’s Daddy and Duffy’s Valentine, Y12 IB came up with a powerfully dramatic re-reading, a striking piece of flash fiction and a letter from beyond the grave from Plath to her father… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Given an hour to analyse and respond creatively to Plath’s Daddy and Duffy’s Valentine, Y12 IB came up with a powerfully dramatic re-reading, a striking piece of flash fiction and a letter from beyond the grave from Plath to her father… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/56wY3FgaSL

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Given an hour to analyse and respond creatively to Plath’s Daddy and Duffy’s Valentine, Y12 IB came up with a powerfully dramatic re-reading, a striking piece of flash fiction and a letter from beyond the grave from Plath to her father… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/56wY3FgaSL
— English at Ellesmere (@Ravenenglish_EC) February 15, 2022

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Given an hour to analyse and respond creatively to Plath’s Daddy and Duffy’s Valentine, Y12 IB came up with a powerfully dramatic re-reading, a striking piece of flash fiction and a letter from beyond the grave from Plath to her father… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/56wY3FgaSL

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Given an hour to analyse and respond creatively to Plath’s Daddy and Duffy’s Valentine, Y12 IB came up with a powerfully dramatic re-reading, a striking piece of flash fiction and a letter from beyond the grave from Plath to her father… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/56wY3FgaSL

# data[].attributes.attachment_link.metadata.attachment_props.text
Given an hour to analyse and respond creatively to Plath’s Daddy and Duffy’s Valentine, Y12 IB came up with a powerfully dramatic re-reading, a striking piece of flash fiction and a letter from beyond the grave from Plath to her father… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y9 are reading 'The Hate U Give', a novel which helps them to empathise with characters from a very different place...

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Y9 are reading 'The Hate U Give', a novel which helps them to empathise with characters from a very different place...

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https://twitter.com/Ravenenglish_EC/status/1494437860824555521/photo/1

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Good to see that ‘The Hate U Give’ by Angie Thomas can absorb Y9 and help them to empathise with characters from a very different world, Garden Heights (and a more familiar one, Williamson Prep)…⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Good to see that ‘The Hate U Give’ by Angie Thomas can absorb Y9 and help them to empathise with characters from a very different world, Garden Heights (and a more familiar one, Williamson Prep)…⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/hOLj27OtE8

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Good to see that ‘The Hate U Give’ by Angie Thomas can absorb Y9 and help them to empathise with characters from a very different world, Garden Heights (and a more familiar one, Williamson Prep)…⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/hOLj27OtE8
— English at Ellesmere (@Ravenenglish_EC) February 17, 2022

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Good to see that ‘The Hate U Give’ by Angie Thomas can absorb Y9 and help them to empathise with characters from a very different world, Garden Heights (and a more familiar one, Williamson Prep)…⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/hOLj27OtE8

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Good to see that ‘The Hate U Give’ by Angie Thomas can absorb Y9 and help them to empathise with characters from a very different world, Garden Heights (and a more familiar one, Williamson Prep)…⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/hOLj27OtE8

# data[].attributes.attachment_link.metadata.attachment_props.text
Good to see that ‘The Hate U Give’ by Angie Thomas can absorb Y9 and help them to empathise with characters from a very different world, Garden Heights (and a more familiar one, Williamson Prep)…⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y9 have been practising how to analyse a non-fiction piece in a collaborative manner...

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Y9 have been practising how to analyse a non-fiction piece in a collaborative manner...

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https://twitter.com/Ravenenglish_EC/status/1501232363052933123/photo/2

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Y9 have been analysing’Touching the Void’ and ‘Between a Rock and a Hard Place’ and working together in a creative manner to convey their understanding… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y9 have been analysing’Touching the Void’ and ‘Between a Rock and a Hard Place’ and working together in a creative manner to convey their understanding… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/712tf63lYk

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Y9 have been analysing’Touching the Void’ and ‘Between a Rock and a Hard Place’ and working together in a creative manner to convey their understanding… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/712tf63lYk
— English at Ellesmere (@Ravenenglish_EC) March 8, 2022

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
Y9 have been analysing’Touching the Void’ and ‘Between a Rock and a Hard Place’ and working together in a creative manner to convey their understanding… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/712tf63lYk

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Y9 have been analysing’Touching the Void’ and ‘Between a Rock and a Hard Place’ and working together in a creative manner to convey their understanding… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/712tf63lYk

# data[].attributes.attachment_link.metadata.attachment_props.text
Y9 have been analysing’Touching the Void’ and ‘Between a Rock and a Hard Place’ and working together in a creative manner to convey their understanding… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y12 IB students have created a 'big-picture' (LINKING) of 'The Duchess of Malfi'...

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Y12 IB students have created a 'big-picture' (LINKING) of 'The Duchess of Malfi'...

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https://twitter.com/Ravenenglish_EC/status/1501233804920467459/photo/1

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Y12 IB have been creating a ‘big picture’ of ‘The Duchess of Malfi’. Today they explained, on camera, the thinking behind their work… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y12 IB have been creating a ‘big picture’ of ‘The Duchess of Malfi’. Today they explained, on camera, the thinking behind their work… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/3Kefe7Gfop

# data[].attributes.attachment_link.embed_code
Y12 IB have been creating a ‘big picture’ of ‘The Duchess of Malfi’. Today they explained, on camera, the thinking behind their work… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/3Kefe7Gfop
— English at Ellesmere (@Ravenenglish_EC) March 8, 2022

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
Y12 IB have been creating a ‘big picture’ of ‘The Duchess of Malfi’. Today they explained, on camera, the thinking behind their work… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/3Kefe7Gfop

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Y12 IB have been creating a ‘big picture’ of ‘The Duchess of Malfi’. Today they explained, on camera, the thinking behind their work… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/3Kefe7Gfop

# data[].attributes.attachment_link.metadata.attachment_props.text
Y12 IB have been creating a ‘big picture’ of ‘The Duchess of Malfi’. Today they explained, on camera, the thinking behind their work… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y10 have been creating an array of pieces that explore moral culpability and Priestley's use of the beehive metaphor in 'An Inspector Calls'...

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Y10 have been creating an array of pieces that explore moral culpability and Priestley's use of the beehive metaphor in 'An Inspector Calls'...

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https://twitter.com/Ravenenglish_EC/status/1498675243409367041/photo/1

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Year 10 have responded creatively to ‘An Inspector Calls’, focusing on the moral crimes committed by the Birlings and the power of the Inspector’s beehive metaphor in his final speech… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Year 10 have responded creatively to ‘An Inspector Calls’, focusing on the moral crimes committed by the Birlings and the power of the Inspector’s beehive metaphor in his final speech… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/sON0RVUwhX

# data[].attributes.attachment_link.embed_code
Year 10 have responded creatively to ‘An Inspector Calls’, focusing on the moral crimes committed by the Birlings and the power of the Inspector’s beehive metaphor in his final speech… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/sON0RVUwhX
— English at Ellesmere (@Ravenenglish_EC) March 1, 2022

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
Year 10 have responded creatively to ‘An Inspector Calls’, focusing on the moral crimes committed by the Birlings and the power of the Inspector’s beehive metaphor in his final speech… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/sON0RVUwhX

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Year 10 have responded creatively to ‘An Inspector Calls’, focusing on the moral crimes committed by the Birlings and the power of the Inspector’s beehive metaphor in his final speech… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/sON0RVUwhX

# data[].attributes.attachment_link.metadata.attachment_props.text
Year 10 have responded creatively to ‘An Inspector Calls’, focusing on the moral crimes committed by the Birlings and the power of the Inspector’s beehive metaphor in his final speech… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

# data[].attributes.headline
Y12, IB, have started to create their 'big-picture' of 'The Duchess of Malfi'...

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Y12, IB, have started to create their 'big-picture' of 'The Duchess of Malfi'...

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https://twitter.com/Ravenenglish_EC/status/1498777066384277508/photo/2

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Year 12 IB have a sheet of paper, pens, other props and their knowledge of ‘The Duchess of Malfi’. Their task is to create a big picture of the whole play and make links to wider context. Looking forward to seeing the end product… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Year 12 IB have a sheet of paper, pens, other props and their knowledge of ‘The Duchess of Malfi’. Their task is to create a big picture of the whole play and make links to wider context. Looking forward to seeing the end product… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/VJpn00PJxG

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Year 12 IB have a sheet of paper, pens, other props and their knowledge of ‘The Duchess of Malfi’. Their task is to create a big picture of the whole play and make links to wider context. Looking forward to seeing the end product… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/VJpn00PJxG
— English at Ellesmere (@Ravenenglish_EC) March 1, 2022

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Year 12 IB have a sheet of paper, pens, other props and their knowledge of ‘The Duchess of Malfi’. Their task is to create a big picture of the whole play and make links to wider context. Looking forward to seeing the end product… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/VJpn00PJxG

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Year 12 IB have a sheet of paper, pens, other props and their knowledge of ‘The Duchess of Malfi’. Their task is to create a big picture of the whole play and make links to wider context. Looking forward to seeing the end product… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/VJpn00PJxG

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Year 12 IB have a sheet of paper, pens, other props and their knowledge of ‘The Duchess of Malfi’. Their task is to create a big picture of the whole play and make links to wider context. Looking forward to seeing the end product… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y12, literature, have been trying to create their own villanelle about 'Streetcar' after analysing Thomas' 'Do Not go Gentle'...

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Y12, literature, have been trying to create their own villanelle about 'Streetcar' after analysing Thomas' 'Do Not go Gentle'...

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https://twitter.com/Ravenenglish_EC/status/1499097593640542213/photo/3

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Y12 literature students analysed the structure of Dylan Thomas’ villanelle, ‘Do not go gentle into that good night’ before creating their own one linked to ‘A Streetcar Named Desire’. Sometimes things aren’t as easy as they seem… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y12 literature students analysed the structure of Dylan Thomas’ villanelle, ‘Do not go gentle into that good night’ before creating their own one linked to ‘A Streetcar Named Desire’. Sometimes things aren’t as easy as they seem… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/uvql7zv6Yj

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Y12 literature students analysed the structure of Dylan Thomas’ villanelle, ‘Do not go gentle into that good night’ before creating their own one linked to ‘A Streetcar Named Desire’. Sometimes things aren’t as easy as they seem… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/uvql7zv6Yj
— English at Ellesmere (@Ravenenglish_EC) March 2, 2022

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Y12 literature students analysed the structure of Dylan Thomas’ villanelle, ‘Do not go gentle into that good night’ before creating their own one linked to ‘A Streetcar Named Desire’. Sometimes things aren’t as easy as they seem… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/uvql7zv6Yj

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Y12 literature students analysed the structure of Dylan Thomas’ villanelle, ‘Do not go gentle into that good night’ before creating their own one linked to ‘A Streetcar Named Desire’. Sometimes things aren’t as easy as they seem… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/uvql7zv6Yj

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Y12 literature students analysed the structure of Dylan Thomas’ villanelle, ‘Do not go gentle into that good night’ before creating their own one linked to ‘A Streetcar Named Desire’. Sometimes things aren’t as easy as they seem… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y9's creative bookmarks that help them to link ideas together in 'The Hate U Give'...

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Y9's creative bookmarks that help them to link ideas together in 'The Hate U Give'...

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https://twitter.com/Ravenenglish_EC/status/1499826585645551619/photo/4

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Y9 have been analysing plot and character in ‘The Hate U Give’ and creating bookmarks to keep track of developments… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y9 have been analysing plot and character in ‘The Hate U Give’ and creating bookmarks to keep track of developments… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/UbvV6XeCpr

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Y9 have been analysing plot and character in ‘The Hate U Give’ and creating bookmarks to keep track of developments… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/UbvV6XeCpr
— English at Ellesmere (@Ravenenglish_EC) March 4, 2022

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Y9 have been analysing plot and character in ‘The Hate U Give’ and creating bookmarks to keep track of developments… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/UbvV6XeCpr

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Y9 have been analysing plot and character in ‘The Hate U Give’ and creating bookmarks to keep track of developments… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/UbvV6XeCpr

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Y9 have been analysing plot and character in ‘The Hate U Give’ and creating bookmarks to keep track of developments… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Ernie, Y9, creating one of his bookmarks about 'The Hate U Give'...

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Ernie, Y9, creating one of his bookmarks about 'The Hate U Give'...

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https://twitter.com/Ravenenglish_EC/status/1499826585645551619/photo/1

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Y9 have been analysing plot and character in ‘The Hate U Give’ and creating bookmarks to keep track of developments… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Y9 have been analysing plot and character in ‘The Hate U Give’ and creating bookmarks to keep track of developments… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/UbvV6XeCpr

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Y9 have been analysing plot and character in ‘The Hate U Give’ and creating bookmarks to keep track of developments… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ pic.twitter.com/UbvV6XeCpr
— English at Ellesmere (@Ravenenglish_EC) March 4, 2022

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Y9 have been analysing plot and character in ‘The Hate U Give’ and creating bookmarks to keep track of developments… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/UbvV6XeCpr

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Y9 have been analysing plot and character in ‘The Hate U Give’ and creating bookmarks to keep track of developments… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩ https://t.co/UbvV6XeCpr

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Y9 have been analysing plot and character in ‘The Hate U Give’ and creating bookmarks to keep track of developments… ⁦@ellesmerecoll⁩ ⁦@HPLedu⁩

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Year 10 decided that 'An Inspector Calls' should be read outdoors...

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Year 10 decided that 'An Inspector Calls' should be read outdoors...

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Y12 getting to grips with Nottage's 'Sweat'...

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Y12 getting to grips with Nottage's 'Sweat'...

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Wendy, Year 10, responds creatively to Curley's Wife...

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Wendy, Year 10, responds creatively to Curley's Wife...

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Dan, Year 10, responding creatively to DH Lawrence's Piano...

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Dan, Year 10, responding creatively to DH Lawrence's Piano...

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Leo, Y13 IB, getting creative with Duffy's Bees...

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Leo, Y13 IB, getting creative with Duffy's Bees...

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Amelia, Y9, linking research into Shakespeare's England with creativity...

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Amelia, Y9, linking research into Shakespeare's England with creativity...

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Y13 IB getting creative with Duffy’s Bees...

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Y13 IB getting creative with Duffy’s Bees...

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Gothic cakes to illustrate gothic conventions

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Year 11 creating their own guessing game for 'An Inspector Calls'...

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Year 11 creating their own guessing game for 'An Inspector Calls'...

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Year 11 getting creative with 'An Inspector Calls'

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Year 11 getting creative with 'An Inspector Calls'

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Year 11 getting creative with 'An Inspector Calls'

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Year 11 getting creative with 'An Inspector Calls'

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Year 11 getting creative with 'An Inspector Calls'

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Year 11 getting creative with 'An Inspector Calls'

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Year 11 getting creative with 'An Inspector Calls'

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Year 11 getting creative with 'An Inspector Calls'

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Year 11 getting creative with 'An Inspector Calls'

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Year 11 getting creative with 'An Inspector Calls'

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Year 11 getting creative with 'An Inspector Calls'

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Year 11 getting creative with 'An Inspector Calls'

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Year 11 getting creative with 'An Inspector Calls'

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Year 11 getting creative with 'An Inspector Calls'

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...can end up being pretty creative.

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...as they share their thoughts on the books which matter the most to them.

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...as they share their thoughts on the books which matter the most to them.

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...as they share their thoughts on the books which matter the most to them.

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Y13 IB students finding creative and agile ways...

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Y13 IB students finding creative and agile ways...

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...of showing their grasp of film conventions

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Y13 IB students finding agile and creative ways...

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Y13 IB students finding agile and creative ways...

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...to show they grasp film conventions

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English Project - Y13IB Agile - creative and enterprising2

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Y13 IB students finding creative and agile ways...

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Y13 IB students finding creative and agile ways...

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...to show they grasp film conventions

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IB Y13 FILM CONVENTIONS AGILE AND CREATING

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Tessa paints a picture of narwhal hunting inspired by the dilemma at the heart of The Explorer's Daughter

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Will creates an advert for Bhutan inspired by beyond the Sky and the Earth by Jamie Zeppa...

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Carmen creates an advert for Bhutan inspired by beyond the Sky and the Earth by Jamie Zeppa...

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Abi's video scroll about the dilemma faced when hunting narwhal..

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Abi's video scroll about the dilemma faced when hunting narwhal..

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IB students have been looking at global issues...

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IB students have been looking at global issues...

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...and creating their own political cartoons. This is Stella's...

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IB students have been looking at global issues...

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IB students have been looking at global issues...

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...and creating their own political cartoons. This is Julia's...

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...using the track list from The Greatest Showman as inspiration, students have been responding creatively...

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Matthew Harris and Amelia Robinson imaginative writing (2)

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Amelia being intellectually playful with ‘The Greatest Showman’...

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Amelia being intellectually playful with ‘The Greatest Showman’...

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Here, Y12 IB students' ideas about how 'Macbeth' can be viewed...

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Here, Y12 IB students' ideas about how 'Macbeth' can be viewed...

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Finlay's advice for all wannabe dictators...

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Finlay's advice for all wannabe dictators...

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Aaron's thoughts on what makes us human...

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Aaron's thoughts on what makes us human...

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Maia's thoughts on what makes us human, a central question in 'Never Let Me Go'...

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Maia's thoughts on what makes us human, a central question in 'Never Let Me Go'...

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Alex's satirical advice leaflet that demonstrates intellectual confidence and playfulness... 

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Alex's satirical advice leaflet that demonstrates intellectual confidence and playfulness... 

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A--Level Literature students are reading 'Never Let Me Go.'

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A--Level Literature students are reading 'Never Let Me Go.'

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One task was simple: select the most powerful image from Chapter 6. In some way, however you wish, create something which conveys this image's emotional power. Plenty of empathy and creativity on display in Aaron's response...

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One component of Year 10's work this summer is practising reading aloud. Here is the introduction to a reading from 'The Diary of a Young Girl'...

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A-Level Literature - Maia’s thoughts on the threat that is, or used to be, or still might be posed by clones...

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A-Level Literature - Maia’s thoughts on the threat that is, or used to be, or still might be posed by clones...

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Georgia's findings on cloning...

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A-Level Literature. Saud's creative response to Tommy's plight in Chapter 3 of 'Never Let Me Go'

Isolated

I was all alone,

everyday

and it got worse day by day.

I tried hard: fought every day,

But it never worked for me.

Once I tried to be creative.

Everyone laughed.

I cried.

Creativity never worked for me.

Once miss Lucy called me,

I went to her

And she told to me

It’s ok to not be creative

And since then, everything

Worked out for me.

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Rayan's been work and thinking hard about Snowball and Napoleon's characters...

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A-Level Literature - creative overview of Chapter 3 of 'Never Let Me Go'

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A-Level Literature - creative overview of Chapter 3 of 'Never Let Me Go'

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Creative A-Level Literature work that links to Chapter 3 of 'Never Let Me Go'

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A-Level Literature - exploring alternative views and showing empathy...

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A-Level Literature - exploring alternative views and showing empathy...

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Iona's creative response to 'The Explorer's Daughter'...

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Iona's creative response to 'The Explorer's Daughter'...

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One part of the collage shows the quote ‘heart leaped for both hunter an Narwhal.” The pictures show the narwhals being hunted by eskimos and killed for food. This quote shows the author's dilemma; should the narwhals die or do the hunters and their family die of starvation? The hunters are risking their lives every day in small kayaks that could be easily flipped over to provide food for their loved ones. The other quote is, “heart urged the narwhal to dive leave and survive.” The images show the narwhals being happy and free away from the prying eye of the hunters trying to take away their freedom. The author is showing that she feels bad for narwhal and urges them to survive and be free. These quotes show the author is torn over her emotions as she feels the narwhals should be free and protected like in other countries, but then feels everybody is entitled to food as it’s a human right and it’s not the people’s fault their climate doesn’t allow food to be grown.

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Fin's creative poster on Chapter 3 of 'Animal Farm'

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Fin's creative poster on Chapter 3 of 'Animal Farm'

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Online teaching is seeing students working really hard to tackle their tasks with agility, creativity and confidence. Here, Mariella has been looking at cloning because it links with ‘Never Let Me Go’.

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Carmen’s poem in response to ‘The Explorer’s Daughter’...

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Carmen’s poem in response to ‘The Explorer’s Daughter’...

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Kayaks were dotted across the sea

Stretching out as far as you could view

But underneath narwhals swam free

If only they had a clue…

Narwhals are essential to us

I knew they were needed to survive

And that wasn’t a topic to discuss

But why should it be them who die and us alive?

Why couldn’t I just accept the truth?

We don’t have enough to survive without them

The whole affair to me just seemed uncouth

And this is something everyone would condemn

I want the narwhal to escape

How could we kill something that seemed so magic?

Why should we deprive them of the seascape?

But our lack of food could turn out tragic

Did our needs outweigh theirs?

Who is top dog around here?

Aren’t we people who should truly care?

If we carry on will they just disappear?

This is the only thing keeping us from disease

We do put everything to good use

And shouldn’t that put me at ease?

But do people just see that as an excuse?

I love my people and our land

And the narwhal are close to my heart

The reason for the hunting I understand

I just wish sometimes the narwhal would get a head start

I wrote this to convey the dilemma the writer faces over the protection of these narwhal and the survival of her own people. She expresses her feelings of a split decision throughout the entire piece as this poem was inspired by the quotes ‘my heart leapt for both hunter and whale’ and ‘I urged the narwhal to dive, to leave, to survive’ as these two quotes accurately sum up her confusion and mixed feelings about the events. She has to present both sides of the issue and then try to decide which one is the best of two bad decisions.

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Elizabeth’s depiction of Narwhal hunting from The Explorer’s Daughter’...

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Elizabeth’s depiction of Narwhal hunting from The Explorer’s Daughter’...

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Maia’s creative work on Chapter 3 of ‘Never Let Me Go’

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Maia’s creative work on Chapter 3 of ‘Never Let Me Go’

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Oli getting creative with 'The Explorer's Daughter

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Oli getting creative with 'The Explorer's Daughter

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Will O's response to 'The Explorer's Daughter'

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Will O's response to 'The Explorer's Daughter'

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“My heart leapt for both hunter and Narwhal”

In this quotation, the writer was not sure what she was feeling as the Narwhal was going to get killed. The writer, Herbert had a dilemma; her heart leapt for both hunter and Narwhal as “she urged the hunter on in her head…he was so close and so brave to attempt what he was about the do.” Here, Herbert was very excited for the hunter and still was routing for him to kill the Narwhal, but on the other hand, Herbert was also feeling very sorry for the Narwhal as she didn’t want its life to be ended. This is why Herbert said, “at the same time my heart also urged the Narwhal to dive, to leave, to survive” which is why Herbert’s heart dropped for both animal and human as she had a dilemma, a big dilemma.

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Tabitha's response to 'The Explorer's Daughter'

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Tabitha's response to 'The Explorer's Daughter'

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Will W's creative response about 'The Explorer's Daughter'

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Will W's creative response about 'The Explorer's Daughter'

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“urged the narwhal to dive, to leave, to survive”

“their beauty”

She doesn’t want them to be hunted and killed but it’s life and death for the inghuit people and the narwhal will feed loads of people. It’s a dilemma because she doesn’t know if it’s right for these animals to be hunted.

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Grace's creative response about 'The Explorer's Daughter'

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Grace's creative response about 'The Explorer's Daughter'

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My drawing shows how the writer’s heart is torn over what is right. She wants the hunter to kill the narwhal because then it brings food for their family and can be used as a source of heat and light. However, she also wants the narwhal to get away because they are such beautiful creatures that shouldn’t be killed. The wings represent how her ‘heart leapt for both hunter and narwhal.’

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Felicity's propaganda poster linked to 'Animal Farm'

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Felicity's propaganda poster linked to 'Animal Farm'

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The lion is the king of the forest, he is the ruler of the jungle. He does not like sharing with other forest animals, always drinking first from the pond while they watch and wait. So he drinks and drinks, gurgling mockingly “You want to be friends with me, hah, then come back when you are my size, little ant”. The ant trudged away sadly only to return the next day. He returned with his ant colony to show the lion the way he and his ant friends could stack themselves on top of one another - one by one - only to amaze the now shivering hair ball which was the lion. Tightly packed together and towering tall, the ants showed no matter how small they are, working together they are greater than the now measly sized lion. He chuckled over his triumph, “This is the power of friendship dear lion, will you be mine”

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Ellie’s propaganda poster on ‘Animal Farm’

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Ellie’s propaganda poster on ‘Animal Farm’

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Aaron still putting pen to paper for prep in this age of online learning...

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Aaron still putting pen to paper for prep in this age of online learning...

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Rosie’s‘Streetcar’ overview, Acts 1 & 2...

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Rosie’s‘Streetcar’ overview, Acts 1 & 2...

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Central to students' achievements in, and enjoyment of their English lessons, are the ideas that  underpin High Performance Learning (HPL).

For students to achieve highly, they need to demonstrate that they have the Values, Attitudes and Attributes (VAAs) of a successful learner.
Also, lessons and activities are designed to develop the Advanced Cognitive Performance Characteristics (ACPs) that all high performing students exhibit.
To find out more about the VAAs and ACPs, please see the posters below...

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A Felling

I stood rigid and cold,
Tall, yet exposed. Naked.
The harsh season had arrived
Where everyone was doing their best to survive, and
I was a bystander.
People never noticed,
And hardly anyone passed.

One day
Someone came to tear me down;
They were all hungry
to see my fall.

First their hunger was small
Sticks and stones

It raged, corrupted on their tongues
From words to blades and rope.
Tying me down, holding me – down, tearing – me – down,

Leaving me hollow.

Trunk, branch, stick, bark
Nothing more
They thought.
But from the cavity,
With the onset of spring,
Came the blossom.

I bloomed.

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Some context for 'A Streetcar Named Desire'

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Some context for 'A Streetcar Named Desire'

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Ellie's notes on Larkin, Donne and Duffy

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Ellie's notes on Larkin, Donne and Duffy

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Thursday

It was a classic meet-cute situation. A café on the edge of town. No free tables. He asked to sit at mine, and how could I say no to his cosmic eyes? We chatted, and, abiding by all the laws of a meet-cute, we had lots in common; both from broken families; both far from home; both pursuing our dreams. It seemed meant-to-be.

Next Thursday was quieter, but he sat with me anyway, and we wished each other luck in upcoming job interviews. The week after, we bubbled with excitement: two strangers so proud of each other's successes.

Sometimes, we met up on Saturdays, watched films, went to funfairs. We never missed a Thursday morning coffee. And just like our relationship, our careers were flourishing. I couldn't have asked for anything more.

We made a vow one Thursday - the one before our wedding - that we would always have our Thursdays, no matter what. We were naïve, but so in love, and that was enough.

For the next few months, the stars in my husband's eyes had never been brighter. The redundancy and the money troubles didn’t matter. And then they did.

Two weeks before our anniversary we missed the first Thursday, and as the year progressed we missed them more frequently. Then, one Thursday, we were signing divorce papers. Love wasn't enough.

Two months after the divorce, we met up again. I showed him the pregnancy test, and his galaxy eyes filled with tears. It couldn't repair us. Now our Thursday mornings are dedicated to our daughter changing hands.

One day, she'll have her meet-cute. And they'll bond over being from broken families, far away from home, pursuing their dreams. Perhaps love will be enough for them.

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Joe and Joe analysing 'Out, out-' by Frost

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Joe and Joe analysing 'Out, out-' by Frost

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Tabitha and Grace analysing and getting creative with 'Piano' by DH Lawrence

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Tabitha and Grace analysing and getting creative with 'Piano' by DH Lawrence

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Georgia presenting her research on 'King Lear'

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Georgia presenting her research on 'King Lear'

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A detail from Money's overview of 'The Duchess of Malfi'

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A detail from Money's overview of 'The Duchess of Malfi'