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We pass the word around . . . we read poetry; we meditate over literature . . . we change our minds; we reach an understanding. Society evolves this way, not by shouting each other down, but by the unique capacity of unique, individual human beings to comprehend each other
Lewis Thomas, US author, biologist, physician
Literature in English at Advanced Level will involve you in the study of significant literary texts, both modern and pre-1900, in drama, poetry and prose. Students will do AS exams (50% of the total assessment) at the end of the first year and A2 exams (50% of the total assessment) at the end of the second year.
Overall, we provide essential training in the skills of close reading, analysis and essay-writing and this will give you a firm base of skills and knowledge if you intend to study Arts or Humanities at a higher level or to add much-valued breadth to your study of the Sciences. A strong emphasis on class discussion encourages the independent exploration of ideas, which will prepare you for studies at college or university. Regular tests take place from the first term to give students practice in examination techniques.
English students go on regular trips which enable you to enhance your appreciation of your set texts outside the classroom environment. Recent trips have included Study Days at Shakespeare's Globe on Macbeth and theatre visits to see The Winter's Tale and Henry IV, Part 2.
Aims of the Course
During the course, we will give you opportunities to:
• Read widely, independently and critically
• Become familiar with the traditions of English literature
• Learn to express your literary response in speech and writing
• Develop as a confident, independent and reflective reader
• Use critical concepts and literary terminology with understanding
• Understand and evaluate the interpretations of others
• Broaden the knowledge, skills and understanding acquired on AS/2 level texts
• Use your knowledge and understanding of individual texts to explore comparisons between them
• Appreciate the significance of cultural and historical influences on and context of texts and writers
AS Texts to be studied in 2021- 2022:
Paper 1 – Drama and Poetry
2 hour exam – closed book – 50 marks total (25% of total A level)
Students will answer an essay question on each set text.
Gillian Clarke, Collected Poems
Arthur Miller, All My Sons
Paper 2 – Prose and Unseen
2 hour exam – closed book – 50 marks (25% of total A level)
Students will write an essay on each set text.
Ian McEwan, Atonement
Unseen Extract (Drama, Poetry, Prose)
A2 Texts to be studied in 2021-22:
Paper 3 – Shakespeare and Drama
2 hour exam – closed text – 50 marks (25% of total A level)
William Shakespeare, King Lear
Shelagh Stephenson, An Experiment with an Air Pump
Paper 4 – Poetry and Prose
Students will write an essay on each set text
John Milton, Paradise Lost: Books 9 and 10.
Margaret Atwood, The Handmaid's Tale (Penguin)
Higher Education and Careers Opportunities
All universities and employers recognise that an English qualification is a clear demonstration of an impressive set of skills including independent research, the understanding and manipulation of complex ideas and strong oral and written communication abilities.
Professional careers such as accountancy, banking and law welcome English graduates with on-the-job training used to develop key skills. Students may also progress to the media as some form of journalist, whether it is working on a newspaper, for a magazine or website. Publishing is another popular choice, based around an understanding of the language and its marketable presentation – the selecting, reviewing and arranging of material for publication.
Other students pursue a research role: working behind the scenes on television or radio programmes to provide background information can be a very rewarding first career move. You're also well placed to go into a whole range of industries, such as retail, secretarial, administration, advertising, marketing, media, PR and sales.
English Staff
Anu Laws
Head of English
MA, MEd, PGCE
Anuradha has been teaching A level English Literature and A level English Language for the last twenty years. In addition, she has been an examiner for A levels and GCSEs for much of that time. Besides A Level and GCSE English, Anuradha has also worked with students from all over the world preparing them for a range of ESOL (English for Speakers of Other Languages) qualifications.
Anuradha is a trustee at Half Moon Theatre, a leading arts organisation in East London. In her free time, Anuradha enjoys exploring east London, and delving into its rich history. She also enjoys adding to her collection of books, particularly those about the Indian subcontinent. Anuradha holds a Master's degree from the University of Leeds.
David Dowson
BA(Hons), MA, PGCE
David Dowson graduated from Loughborough University before taking a Master's degree in Film Studies at Nottingham. A sixth-form education specialist, he has worked in London schools and colleges for 15 years, teaching a diverse range of students of different backgrounds and abilities as a classroom teacher, a head of department, and as a senior "innovation leader" involved in training teachers and creating new ways of providing interesting and thought-provoking lessons for students.
Niraj Shukla
BA(Hons), BSc
Niraj graduated from Nottingham University in 2008, and before joining Brampton, he taught English and Economics at an independent sixth form college in North West London. Throughout his teaching career, he has received consistently excellent feedback, and he aims to create an enjoyable and engaging learning environment, while maintaining a firm focus on students' performance. Niraj is an amatuer pianist, an obsessive reader and has written his first novel.
Jo Young
Jo Young has been teaching English for over a decade, in comprehensive and independent schools across north London. She is passionate about literature and enjoys communicating a love of of words to students at all levels. Having originally studied English Language and Literature at Leeds University, she gained her PGCE at the University of London, and holds a Masters in Education, with an applied linguistics specialism. Aside from being committed to teaching and to her young family, Jo is also an aspiring writer and is currently working towards a second Masters degree in creative writing.
English Students
Liz Saul
When I first met Bernard Canetti, I knew I had found what I was looking for in a College – an outstanding academic reputation as well as the kind and always available support. Leaving the school I had spent 5 years at was difficult, but I never looked back and to this day, I know the decision had a huge positive impact on my academic career and future.
In my previous school I had issues with time management and stress, but the support I received from my subject teachers as well as Bernard proved invaluable, especially The Exam Anxiety workshop. Admittedly, the work load was challenging with weekly and fortnightly tests, however, I believe it was those rigorous tests that ensured my exam success.
They create an exam environment which made the real exams much less daunting and I found it simply impossible to skip something I didn't understand, because it was always acknowledged in the tests and the teachers were readily available to devote their time to aid my understanding.
My biggest challenge at Brampton was taking AS/A2 Classical Civilisation in one year – the content was difficult as was managing to learn such a wide expanse of information in a short time. However, the scheduling of lessons ensured that the course was completed ahead of time, and my teacher, Mike Wheeldon, was constantly available to lend a helping hand and provide extra lessons when I felt I needed them.
During my time at Brampton, personal problems became a slight distraction – and this is where I believe I couldn't have made it through my exams without the support and constant reassurance from my teachers. Brampton College is place where you are not just a student, but a person. I spent many hours with my personal tutor who gave me the strength to pull through difficult times. The parent–teacher communication was excellent, and although I felt I couldn't get away with anything, in the long run, it proved to be the foundations of my success.
To me, teacher encouragement is vital, if not more important than accumulated knowledge, in allowing a student to believe they can achieve. There were many moments of self-doubt that were washed away by positive and useful advice received through fortnightly reports.
My greatest moment was of course when I received my 3 A's in English, Sociology and Classical Civilisation. I gained a place to read English Literature at Royal Holloway, University of London, and believe that the skills I learnt at Brampton College come into practise every day.
I felt that the College were proud of my achievements, and even awarded me with an 'Outstanding Performance award', however, I feel I owe most of that success to my teachers and Bernard.