when people are governed in an unfair, cruel way

illegal, immoral behaviour by those in power

land that was once held in common but is now privately owned and controlled

another word for handcuffs; used to restrain prisoners

Understanding the poem 'London'

English

An introduction to themes in the Power and Conflict poetry anthology

Understanding the connections between Romanticism and Shelley's 'Ozymandias'

Analysing the concept of power in Shelley's 'Ozymandias'

Analysing ideas of power and conflict in Blake's 'London'

Writing introductions and topic sentences for poetry comparison

Understanding the poem 'Extract from the Prelude'

Analysing the poem 'Extract from The Prelude'

Comparing Romantic poets' attitudes to nature

Power and Conflict poetry: developing comparative essay writing skills

Understanding the poem 'My Last Duchess'

Analysing the poem 'My Last Duchess'

Comparing the presentation of power in 'My Last Duchess' and 'Ozymandias'

Understanding the poem 'Charge of the Light Brigade'

Analysing the poem 'Charge of the Light Brigade'

Understanding the poem 'Exposure'

Analysing the poem 'Exposure'

Understanding the poem 'Bayonet Charge'

Analysing the poem 'Bayonet Charge'

Comparing conflict in war poems from the Power and Conflict anthology

Understanding the poem 'Storm on the Island'

Analysing the poem 'Storm on the Island'

Understanding the poem 'Remains'

Analysing the Poem 'Remains'

Understanding the poem 'Poppies'

Analysing the poem 'Poppies'

Understanding the poem 'War Photographer'

Analysing the poem 'War Photographer'

Comparing 'Poppies' and Duffy's 'War Photographer'

Understanding the Poem 'Kamikaze'

Analysing the Poem 'Kamikaze'

Comparing 'Power and Conflict' war poems

In 'AQA Power and Conflict Poetry', pupils compared the language, form and structure of a variety of poems connected by the themes of power and conflict. In 'AQA Power and Conflict Poetry continued', pupils work on making more nuanced comparisons between poems.

In 'A World at War: Poetry', pupils explore how poets presents the atrocities of World War One through their poetry. In 'AQA Power and Conflict Poetry', pupils analyse how a variety of different wars have been presented through poetry.

In this unit, pupis explore 12 of the 15 poems from the 'Power and Conflict' anthology. Pupils complete two lessons about each poem: one on understanding and one on analysis. Pupils study the poems in three groups, and they pause after each group to compare how those poems present common themes.

Poetry anthology: first study

Historic or outdated representations of people that may portray inequality or injustice.

Depiction or discussion of discriminatory behaviour

Depiction or discussion of sex or sexual body parts, including sex education.

Depiction or discussion of sexual content

Which word suggests that nature is controlled in the poem 'London'?

they are punished for crimes they did not commit

their beliefs about society have trapped them

How does Blake suggest the citizens of London are oppressed in his poem 'London'?

the oppression in society was widespread; it was inescapable 

What does the repetition of the word ''every'' in the poem 'London' suggest?

poets were more powerful than authority figures

the oppressed could reclaim power from the privileged

the church is very polluted due to the industrial revolution

the church's corruption is revealed through their complicity in child labour

the churches are immoral as they make children clean their chimneys

Which is the most nuanced interpretation of the quote: "How the Chimney-sweeper’s cry/Every blackning Church appalls’’ taken from Blake's 'London'?

Blake thought religion was responsible for innocent soldiers' deaths

Blake thought religious institution of marriage restricted natural human desire

Blake suggests that religious institutions do not protect the vulnerable

How does Blake criticise religion in the poem 'London'?

Which of the below could be considered conventions of Romantic literature?

work that deprives children of their childhood and physical/mental development

when children were forced to sweep chimneys

when the people of France overthrew the monarchy

when society transitioned into using efficient methods of mass production

What exactly was the Industrial Revolution?

those in power giving unfair advantage to certain employees

Which of the below is an example of corruption?

when the French monarchy had absolute power 

when the French monarchy resigned voluntarily

angry because they believed institutions should keep absolute power

supportive because they believed institutions should not have absolute power

frustrated because they believed in maintaining the status quo

How might a Romantic poet feel about the French Revolution?

Exit Quiz