AQA A-Level English Literature A Paper 2: Texts in shared contexts (2A), June 2025: Question 9

Question 09

Journey’s End – R C Sherriff

‘Osborne can never stop being the teacher.’

In the light of this view, examine the presentation of Osborne in Journey’s End.

[25 marks]

Possible content:

Please refer to pages 4 to 7.

AO5 Explore literary texts informed by different interpretations

Students might consider:

• different interpretations of the role of ‘the teacher’; the differing roles associated with teaching such

as mentorship, leadership, pastoral support and discipline, etc

• Osborne’s position in the group is an extension of his past role as teacher; he is the protective

‘uncle’ who cares for Stanhope and guides Raleigh when he arrives

• how he establishes the debate about Stanhope’s worth as a leader when speaking to Hardy at the

start of the play

• how Osborne represents the key qualities of an older officer through his loyalty, care and

diplomacy

• he is a pivotal character; the audience often learns about other characters through his observations

and interactions

• his reflective character allows for the presentation of the strangeness of war; for example, his

observation to Raleigh that there is something ‘romantic’ about the front line

• the impact of his death on the group of officers

• the significance of his role as an older officer who is seen as a supportive ‘Uncle’ figure

• the significance of public-school education

• alternative views that Osborne is defined by other roles; eg as a professional soldier

• the possible impact of particular production(s) on the interpretation of the question

• etc.

AO4 Explore connections across literary texts

Focus might be on:

• the differing ways that WW1 Literature focuses on the roles and duties of officers

• relationships between officers on the front line

• the presentation of older officers

• friendships between older and younger men

• etc.

AO3 Demonstrate understanding of the significance and influence of the contexts in which

literary texts are written and received

Focus might be on:

• the changing attitudes to the role of a teacher over time and across the class divide; for example

the public school perception of leadership and loyalty engendered by teachers might be different to

the experience of teachers shared by Trotter and Mason

• the experience of the front-line officer in WW1 29

• the changing views on the roles, attitudes, and values of front-line officers

• the changing views on authority and duty

• the significance of male perspectives in a play written by a man for an all male cast

• etc.

AO2 Analyse ways in which meanings are shaped in literary texts

Focus might be on:

• the use of dialogue to convey the interactions between officers on the front line

• the importance of props such as Osborne’s bed and the personal effects that Osborne leaves with

Stanhope before the trench raid

• the shared language of school and sport

• Osborne’s repeated reference to Alice in Wonderland and the part it plays in the presentation of

war

• the privileging of Osborne’s perspective within in the play; for example, his views on Stanhope

when arguing with Hardy and his talk with Raleigh when he arrives

• his presence in climactic scenes such as Act 2 Scene 2 when he reads Raleigh’s letter out loud

• etc.

AO1 Articulate informed, personal and creative responses to literary texts, using associated

concepts and terminology, and coherent, accurate written expression

• quality of argument

• organisation of ideas

• use of appropriate concepts and terminology

• technical accuracy.

Accept any valid interpretations, any valid comments on contexts and any valid discussion of

authorial methods.