Hello and welcome and thank you for joining me today.

It's great to see you.

My name is Mrs. Butterworth.

Now this lesson is all about "An Inspector Calls." So do make sure you have a copy of the text because we are going to be referring to it throughout.

This lesson focuses on the character of Sheila, who I find completely fascinating.

So I'm ready to go, are you? So in this lesson you will understand and explain the presentation and significance of Sheila in "An Inspector Calls." Now let's look at some key words that will pop up throughout the lesson.

So keep your eyes open to see if you can spot them.

These words are transformative, enlightened, optimism, societal norms, and moral.

Now, transformative means to cause a significant change or improvement in someone or something.

So maybe we can start thinking about that word in relation to Sheila in the play and her transformative journey.

To be enlightened means to gain knowledge, understanding, or awareness, especially about important issues or truths.

Again, perhaps you can start linking this to Sheila.

Optimism is the belief or attitude that things will turn out well.

So looking at the positive side of situations.

So I have optimism that this lesson will be brilliant.

Societal norms are the accepted rules, behaviours and values that are considered normal or typical in a society or group.

And then finally, moral, a really important word with "An inspector Calls." And this relates to principles of right and wrong behaviour, or what is considered good or bad in society.

And this is explored a lot in "An Inspector Calls." So the outline of our lesson looks like this.

We're going to begin by introducing Sheila, just reminding ourselves of who she is.

Then we're going to look at Sheila and the inspector, and what happens there.

And then finally we're going to be thinking and asking ourselves about Sheila as a force for change.

Okay, so let's start.

So just as a reminder, Sheila's journey throughout the play can be plotted like this.

So if we remember in those initial stage directions, Sheila is described as pleased and excited, and they kind of highlight her childishness and immaturity, don't they? So she's established as this kind of frivolous, lighthearted character.

Then we find out that when she, her interaction with Eva is that she gets her fired, doesn't she? From Milwards.

And she admits that she was jealous and furious, and she uses her power to get Eva fired from Milwards, basically because she considered Eva pretty, someone who was pretty than her.

Then we get this part at the end of act one, where Sheila, hysterically reveals she's laughing, and she's exclaiming that the inspector knows everything.

And this starts to reveal even at the end, as early as the end of act one, her growing awareness, doesn't it? And by the beginning of act two, she's actually warning her own mother, and she says she should not build a "wall." And she keeps talking about how Mrs. Birling mustn't create these barriers.

And then interestingly, she says she respects Gerald for being honest.

So after Gerald tells his story and reveals his involvement with Eva, Sheila actually says she respects him.

And I think that's a really interesting moment for Sheila, because she's all about honesty and truth.

But she does acknowledge that they are not the same people.

So for Sheila, they have both gone through this thing with the inspector, this interrogation, which revealed so much truth, that she says, you know, things have changed.

And then finally at the end, Sheila challenges the way her parents talk.

You know, she says it frightens her, and that she needs to think.

So we can really see the change that Sheila goes through in this play, can't we, as a character.

Now we've thought about Sheila's journey through the play.

I want us to zoom in on her name.

Because Sheila's name has some really interesting etymological roots.

And I think when we look at these, we can really start to unpick Sheila's journey, and her characterization.

So the name Sheila has roots in a Roman name, to mean heavenly.

It also has links to an Irish name, which translates to blind one, interesting.

And there's also some links to a Hebrew name, which means to question or request.

So I want you to think about these different meanings and I'd like you to discuss, please, how might these different meanings link to the character of Sheila in "An Inspector Calls? So think back to that journey we just looked at and plotted to help you with this.

So in a moment, you're going to need to pause the video to discuss your answer to this question.

You may wish to think quietly to yourself, or even write down some ideas, but pause the video now.

Thank you everyone, some really interesting links to the play and to Sheila coming out there, so that's really great.

We have some of our Oak pupils here, we have Sam, Alex, and Jun, and they're gonna share their answers.

Now, Sam has said that the idea of heavenly could link to how Sheila grows into a caring, moral person, shown when she realises that the workers are not just labour, but people, and she rises above others' selfishness.

I really love how Sam has used some quotations here to link to the idea of heavenly, it's really great.

Alex has said, "At first, Sheila is blind to her privilege.

Like when she gets Eva fired.

Over time she learns to see the truth." And I think that's interesting, isn't it? That Sheila has this connection to blind one.

Because arguably that's who she is at the start.

But then her journey changes this, doesn't it? So it's quite an interesting point.

Thank you Alex.

Jun has said the idea of a question or request could link to Sheila's questions.

She really does challenge her parents and Gerald, doesn't she continuously? Which really pushes the truth out of others, showing her curiosity and drive for answers.

And I think this is something that makes Sheila a really interesting character, is that she's constantly pushing to find out the truth.

You know, she says she respects Gerald for telling the truth.

She really wants to understand in order to change and be a better person.

So I'd like you now to discuss, thinking about Sheila's name, and the journey that we plotted, how would you describe Sheila and her journey throughout the play? So how would you describe it? So you may wish to consider how Sheila feels before, and after her interactions with the inspector, how she's presented at the start, compared to the end.

And then finally how her relationship with her family and Gerald changes.

So I need you to discuss that question.

If you're working on your own, you can think quietly to yourself, or write down your answers.

But you will need to pause the video to give yourself time to answer that question.

Pause the video, and off you go.

Great, okay, lots of fantastic ideas there.

I'm going to gather some now, and we will just look at some together.

So hopefully you've thought of some similar things, you may even have thought of some better things, but let's just share.

So we could describe her as remorseful and reflective.

So she takes responsibility for her role in Eva's downfall, showing guilt and a desire to improve.

We could, and I think this is an interesting one, describe Sheila as almost rebellious, because she becomes a strong moral voice.

And to do that she rejects her family's excuses, and actually embraces the inspector's lessons.

So I quite like this idea that Sheila is a bit rebellious.

Transformative, we could describe Sheila's journey as transformative.

Now Sheila undergoes a dramatic change, evolving from a self-centered young woman, to a mature, socially conscious individual.

And I think the idea that Sheila undergoes this transformative journey is a really nice one.

And she becomes enlightened.

We could describe her journey as an enlightened one.

Because again, Sheila becomes fully aware of the wider social issues around her, especially in how society treats people like Eva.

And it happens quite quickly for Sheila, doesn't it? As I say, by the end of act one, she's already thinking about her own position, her own role in Eva's death, and then she starts to think about her family as well.

Okay, so the name Sheila has etymological roots in the words.

Okay, you need to pick the right answers, A, B, or C.

Off you go.

Okay, who's feeling confident? Remember it said words as well, so you need two answers.

Okay, so hopefully you have heavenly and blind.

So these are the words that link directly to her name.

Okay, so first practise task please.

What I would like you to do, is think about the discussions that we've had, and I'd like you to summarise Sheila's journey throughout the play by completing the following sentences.

So Sheila's journey could be described as? At the beginning, as the play progresses, and then at the end, okay? So make sure you have everything you need to be able to complete the summary task, and pause the video and get going.

Okay, thank you everyone.

Let's just have a quick look at how this task could have been completed.

So if you need to, now is a really good opportunity to add to your response if there were parts that you didn't complete.

And likewise, this is a good opportunity to compare your own ideas with the ones here.

So Sheila's journey could be described as one of enlightened growth and transformative self-awareness.

At the beginning she's naive, and focused on her own life, unaware of the struggles of others like Eva.

As the play progresses, she begins to feel guilty for her actions, and starts to question her privilege, and the way she was raised.

And then at the end she becomes a more mature and socially conscious person, rejecting her family's denial, and embracing the inspector's message of responsibility and change.

So what I'd like you to do now, is I'd like you just to look at your summaries and see if you can make them even more detailed by adding in some short quotations.

One word quotations are absolutely fine, but just see if you can make them even more detailed.

Pause the video to add those quotations now.

Okay, we need to keep up that excellent work, 'cause we are now on the second part of our lesson.

So we're going to be looking at Sheila and the inspector.

So let's think about the impact that the inspector has on Sheila.

So after the inspector's arrival, Priestley uses emotive language to describe Sheila throughout the rest of the play.

Okay, so there's some examples here.

So Priestley uses words like hysterically, agitated, distressed, urgently, quietly crying, frightened.

And I'd like you to discuss, please, what does Priestley's use of emotive language suggest about the impact that the inspector has on Sheila? So what does Priestley's use of emotive language suggest about the impact that the inspector has on Sheila? So you may want to reread those words again to really think about that.

But when you are ready, pause the video and get discussing.

Okay, great, so let's just look at an answer, because I find this really interesting, because there's a real emotional impact, isn't there? So Priestley uses this emotive language to emphasise the emotional impact the inspector has on Sheila.

We can see from these words that Sheila is deeply affected, making her feel guilty, anxious, and emotional.

You know that even words like distressed and frightened, we really see this emotional impact on Sheila and arguably what leads her towards her transformation.

Now, considering these words, I'd like you now to discuss, how does this compare to the other characters.

So think about Mrs. Birling, Mr. Birling, Eric, and Gerald.

How does this reaction compare to the other characters? Again, pause the video, so to give yourself time to consider this question.

Off you go.

What I would like you to do now, is we're going to do some reading.

So you need to find act two in your texts, and we're going to go from the top of page 30, Sheila.

So "we" to Sheila "does." So you need to find those in your copy of the text, that short extract.

And as you read, I would like you to consider, how does the inspector's comment about making a great impression on the younger generation reflect his impact on Sheila.

Okay, so when you are ready, pause the video, so you can read that or short extract and consider that question.

Off you go.

Okay, so it is a really key moment in the play, this a really good quote.

'Cause it really shows how Sheila is open to his message, unlike her parents.

So again, he's kind of hinting at the idea that the younger generation are more open to change.

He makes her question her actions and take responsibility, reflecting his role as a catalyst for change in the play, especially for the younger generation.

And it almost hints at the inspector's agenda, doesn't it? Like he knows that Sheila is going to be malleable, he knows that Sheila is likely to listen to him, and that he is going to make this great impression on her.

True or false time.

Priestley uses emotive language to convey the impact that the inspector has on Sheila.

Is that true or false? I'd like your answer now please.

Well done to everyone that said true.

But now the tricky bit, you need to tell me why that answer is true.

Come up with your answer now.

Okay, so hopefully Pre said something similar to, Priestley uses words like distressed and frightened to emphasise the emotional impact the inspector has on Sheila.

Okay, so we have one of our Oak pupils here, Aisha, and she made the following comment.

"It's interesting how as the play progresses, Sheila becomes more aligned with the inspector.

She even turns on her own family and makes moral judgements like the inspector." I'd like you to discuss please, 'cause that's a really perceptive comment from Aisha there.

Can you identify any examples where Sheila supports the inspector's message.

And how do these moments show her own moral transformation? Okay, so can you identify any examples where Sheila supports the inspector's message, and how do these moments show her own moral transformation? So pause a video to give yourself time to discuss these questions, or think quietly to yourself.

Pause the video, and off you go.

Okay, some excellent discussions there and some really good examples coming from the text.

Well done.

So we are on our second practise task.

So what I would like you to do, is I would like you to find evidence from "An Inspector Calls" to support the following pupils' interpretations of Sheila.

Okay, so let's look and read.

Let's look at and read these different interpretations.

And then it's going to be your job to find evidence to support them.

So you will need your copies of the text.

So Lucas has said, "Arguably Sheila's initial naivety is what makes her so impressionable, and allows her to be manipulated so easily.

This would not happen with the older generation." Sophia says, "It is Sheila's rebellious and strong-willed nature that leads her to align herself with the inspector and challenge her parents." And then finally, Izzy says, "Sheila's emotional vulnerability makes her more susceptible to the inspector's influence, but also allows her to understand her growing sense of responsibility, confronting the truth, and breaking her way from her family's attitudes." Okay, so make sure you've got everything you need to complete the task, and you'll need to find the evidence to support those interpretations.

Pause, video and get going.

Okay, well done, some excellent quotations being selected there.

I loved seeing lots of you grabbing your copies of the text to find the best one, so well done.

So we have our pupils here and their statements.

Okay, so you've just found the evidence for this.

But I now want you to think about which of these pupils do you most, which of these pupils do you most agree with and why? So you may even want to consider the quotations and evidence that you have just found.

So Lucas has said that Sheila's naivety allows her to be manipulated easily.

Sheila's rebellious and strong-willed nature leads her to align herself with the inspector and challenge her parents.

And finally, Sheila's emotional vulnerability makes her more susceptible to influence, but also allows her to understand her growing sense of social responsibility.

So I'd like you to discuss, please, which of these pupils do you agree with most and why? Share your thoughts and opinions with a peer.

So you'll need to pause the video to get that done.

Off you go.

Well done everyone, we have reached the final part of our lesson.

So just a little bit more effort to get us to the end.

And now we're going to be thinking about Sheila as a force for change.

So I'd like you to look at these statements from contemporary media.

So these are things that have been written quite recently.

So, "Young people are the hope for a better future." "If you are looking for optimism, look no further than our young people." "Change will happen, but it's the next generation driving it." I'd like you to discuss, please, this is all about your opinion.

Do you think these statements are true? And why do you think young people might often be seen as symbols of hope? So pause the video, so you can discuss your answers to the question or think quietly to yourself.

I'm really looking forward to hearing what you have to say.

Off you go.

Great, thank you so much for sharing your opinions on that.

I really love hearing your personal responses to that.

And it's important that we bring these two texts when we're reading them.

So interestingly, even today, as we can see in the examples, the younger generation can symbolise hope and optimism.

And this is part of what makes "An Inspector Calls" a timeless text, okay? That idea that young people are going to be the change, and the younger generation are optimism.

So I'd like you to discuss now, thinking about Sheila, how might Sheila represent ideas of generational hope and optimism in "An Inspector Calls?" So how does Sheila link to these ideas? So as you know, you're gonna need to pause the video to discuss that question or think quietly to yourself.

You know the drill now, so pause the video, and off you go.

Okay, so here's some ideas, so think about your discussion and how these might align with them.

So Priestley uses Sheila's character to present an optimism about the younger generation's potential for change, absolutely.

Sheila's transformation symbolises hope for the younger generation, showing they can embrace change and build a better future.

And finally, Priestley suggests Sheila's growth reflects the potential for a more responsible and socially aware generation.

Okay, true or false? The younger generation as a symbol of hope is specific to a 1945 audience.

Is that true or false? I'd like to hear your answer now please.

Okay, well done to everyone that said false, that the answer is false.

But we now need to say why that statement is false.

Off you go.

Okay, so here is an answer, hopefully you have something similar.

So even today, the younger generation are considered symbols or optimism and hope, which is one of the reasons that "An Inspector Calls" can be seen as a timeless text, and still relevant.

Now, as part of the younger generation, Sheila finds herself at odds with her parents, the older generation.

But we need to consider, is Sheila fighting a personal battle? So a personal battle with her parents, or is it something bigger? Now, arguably in the context of the play, the older Birlings represent the societal norms that Sheila is rebelling against.

And these include things like class-based entitlement, denial of social responsibility, gender expectations, and resistance to change.

So for Mr and Mrs Birling, they don't just represent Sheila's parents, they also represent societal norms. And perhaps this is what Sheila is battling against.

I'd like you to discuss, please, where do we see Sheila challenging the societal norms that her parents represent? So you may want to think about things like class-based entitlement, the denial of social responsibility, gender expectations, and resistance to change.

So where do we see these things happening in the play? Pause the video to discuss your ideas, or think quietly to yourself, off you go.

Great, thank you for those suggestions.

There's quite a few examples, isn't there, that we can pick from? Sheila does do a lot of challenging throughout the play.

So let's look at some examples, so class-based entitlement.

So one example is that Sheila disagrees with her father's harsh treatment of workers like Eva, challenging the idea that wealth justifies exploitation.

So she really challenges Mr. Birling's position as an upper class business owner.

Denial of social responsibility.

She challenges her parents, doesn't she? In that she accepts her part in Eva's death, and she defies her parents' refusal to take responsibility.

There are even moments in the play where Mrs. Birling is almost suggesting that Sheila doesn't get involved and asks her to be quiet, but actually Sheila challenges this, and she wants to accept responsibility.

Gender expectations.

Now for Sheila, it's quite interesting that she breaks off the engagement to Gerald, which would probably really upset her parents, especially when we think about how Mr. Birling feels about the engagement.

And this really rejects the expectation to overlook Gerald's affair and conform to traditional roles.

Even after Gerald's confess, there's still this sort of lingering expectation that Sheila will still marry him, and she says no.

And resistance to change.

So whereas the Birlings, the older Birlings, are resistant to change, Sheila actually calls her mother's actions vile, so really challenges this idea, opposing her parents' unchanging attitudes.

Okay, so lots to think about there in terms of Sheila as a force for change.

And I'd like you now please to debate the following statement.

So Sheila's growth in self-awareness represents the possibility of broader societal change.

And Priestley suggests that personal transformation can lead to a shift in society.

So we're using that statement.

So the first thing that you will need to do is you'll need to decide whether you are going to agree, or disagree with this statement.

You'll then need to introduce and summarise your main argument.

And then you'll need to use evidence from the text to support your argument.

So we've done some tasks throughout this lesson that should help you with that.

So on the following slide, there are some suggested points that can help you with that debate.

So should we look at those together? So suggested points to consider.

So if you've decided to agree, you might think about how Sheila's change shows that young people can drive societal progress.

You might decide to talk about how Priestley highlights that personal growth can challenge outdated beliefs.

And finally, Sheila's growth contrasts with her parents' resistance to change.

In terms of disagree, you might want to talk about how Sheila's growth is personal, and not necessarily societal.

That societal change needs more than individual transformation.

And that Sheila's change might not be enough to change society as a whole, especially when we think about her parents' reactions at the end.

Does Sheila do enough to change them, for instance? Okay, so you've got some suggested points to consider.

You have your statement that you are debating.

So now it is just over to you to get debating.

Pause the video, and off you go.

I love a good debate, and that was fantastic to hear.

I'm so pleased that some of you chose to disagree with the statement, as well as agree.

'Cause I think that's what makes a really interesting debate.

And it's really a good way to explore the character as well, isn't it? These different interpretations, so well done.

So I have part of a pupil's debate here.

Let's read it together.

So while Sheila's growth in self-awareness is significant, it does not necessarily guarantee broader societal change.

And Priestley's message about personal transformation may not be enough to shift society as a whole.

Sheila's transformation is important, but limited to her personal journey.

And the play suggests that larger societal forces, like class and tradition play a much bigger role in shaping society than individual change.

What a great debating point there, that's really great.

But now I would like you to think about this point, and I'd like you to discuss, do you agree or disagree? And what evidence could this pupil use to develop their response even further? So some things for you to think about and discuss there.

So pause the video to complete this final reflection task.

Off you go.

And here we are at the end of the lesson, well done everyone.

I've particularly enjoyed hearing those debates and discussions.

It's great to hear your personal responses to the text, so well done.

So what have we learned today? Well, we know that Sheila's journey can be described as transformative.

The inspector emotionally impacts Sheila and acknowledges she is impressionable.

Sheila aligns herself with the inspector's purpose and moral messages.

The younger generation, being seen as a symbol of change and hope, is a timeless idea.

And finally, Priestley uses Sheila, a member of the younger generation to explore ideas around hope and optimism.

And that is the end of the lesson.

Can't wait to see you all again soon for another English lesson, goodbye.