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This A level resource explores the key themes of power and control within Rebecca. Students can use it to re-write key ideas in their own words for revision, make flashcards and it could be followed up with a power and control related exam style question (not included). You can buy this time saving resource for only £2 along with my other resources on Rebecca. My other resources on the themes of justice and social class are available along with this one at a discounted bundle rate. Love and Marriage is a free resource. Hope they help. Taster: Plunged into the role of Manderley’s mistress, and in the wake of her previous employer’s constant criticism, she relies on her husband’s presence for confidence: ‘My footsteps no longer sounded foolish on the stone flags of the hall, for Maxim’s nailed shoes made far more noise than mine.’ These feelings communicate her sense of inferiority and perhaps reflect the submissive status of women in the early 20th century.

This A level resource explores the key theme of social class within du Maurier’s novel Rebecca. Students can use it to re-write key ideas in their own words for revision or learning can be extended by following up with a social class related exam style question (not included). Taster: Maxim’s importance within the community is reiterated through the Manderley ball. The talk from Manderley’s neighbours emphasises how favourable a revival of the ball would be; people’s sense of their own importance appears to be inextricably linked with whether they receive an invitation or not. Other explorations of key themes are available in my shop - Love and Marriage is a free resource. I hope the resources help.

This A level resource explores the key theme of justice within du Maurier’s novel Rebecca. Taster: Favell is not the only one keen to act outside the constraints of the law. The narrator, in the midst of the drama, considers that, ‘In a book or in a play I would have found a revolver and we would have shot Favell, hidden his body in a cupboard.’ Students can use this to re-write key ideas in their own words for revision purposes or learning can be extended by following up with a justice related exam style question (not included). You can buy this time-saving resource for only £2 along with my other resources on Rebecca. My other resources on the key themes of justice, power & control and social class are available as a discounted bundle. Hope the resources help.

This A level resource explores the key themes of love and marriage as presented within Rebecca. Taster: The whirlwind romance of Maxim and the narrator has a clear power imbalance. Maxim’s considerate behaviour towards the narrator in Monte Carlo might actually be perceived more as a parent instructing a child. For example, Maxim tells the narrator to go and put her hat … I am sharing this resource for free and would appreciate a positive review if you feel able to. I have three other A level resources on Rebecca’s key themes for sale in my shop individually and discounted in a bundle. Hope the resources save you some time.

This A level resource aims to stretch students’ understanding of the genre of the female gothic and how it can be thoughtfully applied to du Maurier’s novel. Once students have completed the reading, they can complete the reading comprehension questions potentially as a home learning task or for general exam revision. Suggested answers are also supplied for teacher convenience. I have other themed reading comprehensions in my shop. Hope it helps. Taster: For some, the term ‘Female Gothic’ simply means Gothic stories written by female writers. In Literary Women, Ellen Moer defines it more specifically as the highlighting of women’s household roles for the purpose of conveying the hidden psychological impact, often through the supernatural. This means that a Female Gothic tale will frequently relate a female heroine’s deliverance from the trappings of domesticity…

This A level resource aims to explore how du Maurier’s use of settings such as Manderley, the cottage on the beach and the sea all contribute to a distinct feeling of the gothic within her novel. Let’s not forget Mrs Danvers and the supernatural either. Once students have completed the reading, they can complete the reading comprehension questions potentially as a home learning task or for general exam revision. Suggested answers are also supplied for teacher convenience. I have other themed reading comprehensions in my shop. Hope it helps.

This A level resource aims to stretch students’ understanding of du Maurier’s use of imagery and symbolism. Once students have completed the reading, they can complete the reading comprehension questions potentially as a home learning task or for general exam revision. Suggested answers are also supplied for teacher convenience. I have other themed reading comprehensions in my shop. Hope it helps.

This A level resource aims to stretch students’ understanding of the key theme of identity in du Maurier’s novel. Once students have completed the reading, they can complete the reading comprehension questions potentially as a home learning task or for general exam revision. Suggested answers are also supplied for teacher convenience. I have other themed reading comprehensions in my shop. Hope it helps.

This resource is a detailed analysis of the character of Mrs Danvers intended for use by A level students to develop their thinking. Ideal for character revision. Taster: *A societal fear of independent women (assuming they are in possession of money) characterises unmarried women as unable to fit comfortably into community life. Such females are too powerful, and a threat to the status quo. Just as she would be reviled in real life, our spinster of Manderley is equally vilified in the novel. * Buy the bundle of character focuses: Rebecca, Maxim, the Narrator and Mrs Danvers and save £3.

This resource is a detailed analysis of the character of Maxim de Winter intended for use by A level students to develop their thinking. Ideal for character revision. Taster: *The narrator regards him as otherworldly in her admiration. She begins to imagine Maxim as someone from a time gone by, feeling that ‘He belonged to a walled city of the 15th century, a city of narrow, cobbled streets, and thin spires, where the inhabitants wore pointed shoes and worsted hose.’ A walled city might symbolise segregation from common society and territorial boundaries. It characterises Maxim as someone functioning autonomously, a social recluse possibly. * Buy the bundle of character focuses: Rebecca, Maxim, the Narrator and Mrs Danvers and save £3.

This resource is a detailed analysis of the character of the narrator intended for use by A level students to develop their thinking. Ideal for character revision. Taster: Given the narrator’s position as a poor orphan, it is unsurprising she feels drawn to this accepting older man, almost as an enigmatic father figure. We know that her natural father bestowed upon her the name we never discover, cementing his role as crucial to the narrator’s identity. We also know that the narrator had a very high opinion of him: ‘My father was a very lovely and unusual person.’ What could be more understandable than to be drawn towards his possible replacement? Buy the bundle of character focuses: Rebecca, Maxim, the Narrator and Mrs Danvers and save £3.

This resource is a detailed analysis of the character of Rebecca de Winter intended for use by A level students to develop their thinking. Ideal for character revision. Taster: *Rebecca is a symbol of temptation and may well have been viewed as such by religious readers of the time. The gardener Ben admits, “She gave you the feeling of a snake.” Just like the Biblical figure of Eve, Rebecca is tempted to stray from what has been decreed. Like Eve, she suffers for refusing to accept the boundaries placed upon her. And, like Eve, she is cursed for her actions. * Buy the bundle of character focuses: Rebecca, Maxim, the Narrator and Mrs Danvers and save £3.

These detailed chapter summaries, divided into three sections of nine chapters are perfect for students who need to swat up on what happens in Rebecca but who haven’t got time to re-read the whole novel. Includes a theme tracking task to identify the author’s key ideas.

This resource considers the important themes of role play and performance in Hamlet. It could be given to students to facilitate independent learning by asking them to make notes for revision purposes. This could be followed with a practice exam question which allows students to demonstrate their new knowledge (not included). Taster: *Hamlet is a character whose existential crisis sees him frequently debating the nature of humankind and particularly his place in the world. Interestingly, he expresses his dissatisfaction with life in theatrical terms, claiming the world is nothing more to him than ‘a foul and pestilent congregation of vapours’. This links with his earlier wish to thaw into a vapour in Act II Scene ii. *

This resource explores the treatment of women by men in Hamlet. It could be given to students to facilitate independent learning by asking them to make notes for revision purposes. This could be followed with a practice exam question which allows students to demonstrate their new knowledge (not included). Taster: *Gertrude is instrumental in manipulating our view of Ophelia’s death. The language surrounding her report of Ophelia’s ‘accident’ is almost fairytale-like. She describes ‘fantastic garlands’ and Ophelia as ‘mermaid-like’ and ‘like a creature native and indued / Unto that element.’ Perhaps Shakespeare felt it important that Gertrude be the one to break this news – a helpless female trying to save another’s reputation. *

This resource considers the theme of the natural versus the unnatural in Hamlet. It could be given to students to facilitate independent learning by asking them to make notes for revision purposes. This could be followed with a practice exam question which allows students to demonstrate their new knowledge (not included). Taster: *The concept of the unnatural is initially expressed by Hamlet. In his first soliloquy, in Act I Scene ii, he states that the world around him has become an ‘unweeded garden / That grows to seed’. The imagery suggests a stagnant environment, in need of attention. Denmark is not thriving under the rule of King Claudius: unbeknownst to both Hamlet and the audience, the means by which he gained the crown are unnatural and immoral. *

This resource considers the central theme of madness in Hamlet It could be given to students to facilitate independent learning by asking them to make notes for revision purposes. This could be followed with a practice exam question which allows students to demonstrate their new knowledge (not included). Taster: After sharing with his friend the cunning purpose of the performance of ‘The Murder of Gonzago’, he spots others coming and says, ‘They are coming to the play; I must be idle.’ In other words, he needs to go back to his own performance of playing the madman. The audience may feel Hamlet, if truly mad, could not pick and choose when he retains control of his faculties.

This resource considers justice in revenge, themes that may well be considered the most important in Hamlet. It could be given to students to facilitate independent learning by asking them to make notes for revision purposes. This could be followed with a practice exam question which allows students to demonstrate their new knowledge (not included). Taster: In Act I Scene v, the ghost declares to Hamlet, ‘I am thy father’s spirit / Doom’d for a certain term to walk the night… / Till the foul crimes done in my days of nature / Are burnt and purg’d away.’ A key part of Hamlet’s motivation, given the Christian influences of Jacobean times, must be the desire to free his father from his state of purgatory. Such a loved king cannot be left to endure unfair punishment in the afterlife.