to receive money, property, or possessions from someone after the person has died

a person who is travelling or visiting a place for pleasure

Understanding ideas of inheritance and identity in Nichols' 'Like an Heiress'

English

Understanding ideas of identity and heritage in Robinson's 'A Portable Paradise'

Analysing ideas of identity and heritage in Robinson's 'A Portable Paradise'

Analysing ideas of nature and heritage in Nichols' 'Like an Heiress'

Understanding connections in Antrobus' 'With Birds You're Never Lonely'

Analysing the ideas of connections in Antrobus' 'With Birds You're Never Lonely'

Comparing ideas of nature and identity in Robinson, Nichols, and Antrobus' poems

Making connections across the AQA Worlds and Lives anthology

Analysing extended responses to power and authority in Shelley and Femi's poetry

Planning a response to ideas of belonging in the AQA Worlds and Lives anthology

Writing a response to ideas of belonging in the AQA Worlds and Lives anthology

Reviewing a response to ideas of belonging in the AQA Worlds and Lives anthology

In 'AQA World and Lives Poetry continued', pupils used a range of reading skills to aid the supported decoding of challenging poems. In Unseen Poetry, pupils use these reading skills to decode texts with independence.

In 'AQA World and Lives Poetry', pupils compared the language, form and structure of a variety of poems connected by the themes of culture and identity. In 'AQA World and Lives Poetry continued', pupils work on making more nuanced comparisons, focusing on the final three poems: *With Birds You're Never Lonely*, *The Jewellery Maker* and *A Wider View*

In this unit, pupis read and analyse three poems from the 'World and Lives' anthology. Pupils complete two lessons about each poem: one on understanding and one on analysis. At the end of the unit, pupils analyse themes from the anthology, compare specific poems and craft a full analytical response.

Poetry anthology: continued study

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

A woman who inherits considerable wealth is called an ...

the beauty and value of the natural world.

humanity’s destruction of the natural world.

The first two lines of Nichols’ ‘Like an Heiress’ suggest ...

it suggests a harmony and musicality to nature.

it suggests that nature inspires creativity in the speaker.

‘Small-days’ is a Guyanese folk song. This is significant to the poem 'Like an Heiress' because ...

The speaker stays in a {{ }} in the poem 'Like an Heiress'.

it could reflect the lack of animals and plant life.

it could reflect the isolation of the speaker.

it could reflect the peace of the speaker.

In 'Like an Heiress', the use of “lone” is significant because ...

fears around impact of tourism on local culture.

fears around the disconnection between humanity and nature.

Nichols’ personal context connects to the idea of a ‘tourist’ in 'Like an Heiress' and hints at ...

Words such as “lone” and “undisturbed” suggest ...

Long-term shifts in temperatures and weather patterns is called ...

Saying that something is ‘like’ something else is a ....

To receive money, property or possessions from someone after the person has died is to {{ }} from them.

Understanding ideas of inheritance and identity in Nichols' 'Like an Heiress'

Lesson outcome

Content guidance