Category Archives: An Inspector Calls

NAN – AIC – Due Monday 14th

  1. Watch ‘An Inspector Calls’ on Sunday BBC1 8:30
  2. Create a character profile of 1 or more of the characters in AIC (maybe even Eva)
  3. Create a timeline of either the plot or 1912-1946

Hopefully helpful resources for An Inspector Calls

In preparation for the controlled assessment on Monday, you may find the following resources useful.

  • See this previous blog post for a list of literary terms and techniques relevant to the play:
  • Why not watch the BBC’s version of the play below? It may provide you with a helpful overview of the plot, characters and, of course, the relationship between Gerald and Sheila. Remember, though, not to refer to the television drama in your controlled assessment; your comments and analyses must be from the written play.
  • I was going to attach an essay which achieved a (low) Band 5, however I think it’s best I email it to you instead. Take a look and see what is required to get an A.


If I find any more resources between now and Sunday night, I’ll post them on here.

Mr Legowski

Yr 11 Lit/Lang home learning – due Friday 19 October

Dear class,

Your home learning builds on the work you did in the small tutor groups in Wednesday’s lesson. Your task in that lesson was to read an act of An Inspector Calls and then jot down observations of Gerald and Sheila’s relationship, using quotations from the play to back up your points. You may then have explored the observations you had made by referring to other examples in the play, or by looking at different interpretations of what was being said between the characters, or what their (non-verbal) behaviour towards each other suggests about their relationship.

Your home learning task, then, is to write your observations about Gerald and Sheila’s relationship in the comments box below. You should do this as a series of bullet points, with relevant quotations to support, though you may develop each bullet if you wish. Remember, you only have to provide observations from the act you were looking at in Wednesday’s lesson.

The deadline for this task is Friday 19 October. This is an invaluable exercise which will lead to individual successes and a whole-class victory in Monday’s controlled assessment.

I look forward to reading your comments.

Mr Legowski

Yr 11 Lit/Lang home learning – due Wednesday 17 October

Your home learning task follows on from our learning in today’s lesson: write a PEE+E paragraph about Gerald and Sheila’s relationship that fulfils the A* criteria below.

You should write your PEE+E paragraph in your exercise book, which you will bring to our lesson on Wednesday 17 October.

I know I am working at…

  • grade B if I begin to develop detailed interpretations of the text
  • grade A if I show imaginative insights into implied meanings in the text
  • grade A* if I analyse and evaluate different interpretations of the text and offer tentative judgments of my own.

Year 11 Lit/Lang students – IMPORTANT!

Dear all,

We will be revisiting An Inspector Calls over the next two weeks, with a particular focus on essay-writing skills. You will then do another Inspector controlled assessment (worth 10% of your English Literature GCSE) in the last two lessons before the half-term: 25 & 26 October. It is vital that you attend all English lessons right up to the end of the half-term so if you have the sniffles, do soldier on and come in anyway.

MOREOVER, there is another assessment you will have to do – a mock Of Mice and Men paper in lesson on Thursday 18 October (so that I can mop up possible absentees the following day). You MUST read the novel (again). It is a short one, indeed it’s usually referred to as a novella, so it should not take you more than two or three hours to read from cover to cover. The mock exam question will be another essay-style question so you will not be able to simply answer questions based on a given extract; again, you must re-read the novel before next Thursday.

Please see me if you have any questions regarding the above.

Mr Legowski

‘An Inspector Calls’ literary terms

Following on from our lesson today, remember to use the following literary terms in your controlled assessment:

  • coup de theatre
  • dialogue
  • didactic
  • dramatic irony
  • euphemism
  • hyperbole
  • irony
  • monologue
  • morality play
  • polemic
  • sarcasm
  • stage directions
  • the Classical Unities (i.e. how the play conforms to the aspects of the unities; see this link for more information:
  • well-made play (again, how does An Inspector Calls conform to the rules of a well-made play? See
  • Whodunnit

Using such terms as these will show your understanding of this play and dramatic techniques in general, and will help you gain higher marks. Make sure you really understand a term, though, before using it.

Mr Legowski

‘An Inspector Calls’ – Controlled Assessment Information

Dear Year 10 students,

Your controlled assessment on An Inspector Calls (for your English Literature GCSE) is during the week beginning 12 December. I have provided some extra information below to help you in your preparation.

The task: (You will only be answering the highlighted question)

The marking criteria:

What to write about:

  • Focus on two of the following scenes only: page 47; pages 54-55; page 55; page 71. Pick out the key moments in each scene that you choose to write about; recognise the dramatic lines in the scene and explain their importance.
  • Brief synopsis of the events leading up to each of the two scenes you will use; this will put each scene into the context of the play.
  • Characters in each scene: what do we know about them and their importance in the scene you will be writing about. Put the characters into context: time (e.g. the manners, attitudes and fashions of the early 20th century), place and position in society.
  • What directions will you give the actors? Think about what you learned and practised in our role-play lessons: use of language and voice; facial expression, body language and gesture, the use of space between the characters and their movements away/towards others on stage, and so on. Remember, characters may have a significant impact on a scene even if they are not speaking.
  • The stage and props. The audience’s first impression is created by what they see, even before the characters appear on stage or say a word. How might the staging of the scene represent what takes place in the scene and the play as a whole?
  • The intended effect(s) on the audience. How ought the audience respond to key moments in each scene? Remember, though, that even though you are the audience, it is much better to refer to the audience in the third person and avoid using, “I would…“.

Examples of students’ work:

I have copies of students’ responses to last year’s controlled assessment, though they do not focus on the staging of the play but on characterisation. Nonetheless, they are useful for you to be able to see what different levels of work look like and so you can match them with the marking criteria. Unfortunately, I cannot put them on the blog until I get permission from the examination board to do so; we can, however, look at them in a lesson this week. When (or if) I get permission in the meantime, I’ll put them up for you to look at.

Finally, look at this post for links to the BBC version of the play: And look at the link to the BBC Learning Zone that Mr Bakewell has provided here:

As ever, if you have any questions, come and see me or write to me in the comments box below.

Good luck!

Mr Legowski