sounds articulated with an abrupt release of air like "p," "b" or "t"

uses words and ideas to suggest meaning that is not literally true

using soft vowels or consonants, to create a pleasing sound

involving or causing a complete or dramatic change

a poetic form consisting of 14 lines, written in iambic pentameter, typically on the topic of love

Analysing how Shelley presents ideas of suffering in 'England in 1819'

English

Exploring connections and ideas across the AQA Worlds and Lives anthology

Understanding connections between identity and artefacts in khan's 'pot'

Analysing ideas of identity and cultural repatriation in khan's 'pot'

Understanding heritage and marginalisation in Parker's 'The Jewellery Maker'

Analysing ideas of marginalisation in Parker's 'The Jewellery Maker'

Exploring ideas of voice and identity in Berry's 'Homing'

Analysing ideas of voice and identity in Berry's 'Homing'

Comparing ideas of identity in 'pot', 'The Jewellery Maker' and 'Homing'

Understanding how Shelley critiques powerful institutions in 'England in 1819'

Understanding ideas of youth and education in Dharker's 'A Century Later'

Analysing the concepts of strength and resistance in Dharker's 'A Century Later'

Comparing ideas of temporality in 'England in 1819' and 'A Century Later'

Understanding ideas of identity and heritage in Mundair's 'Name Journeys'

Analysing ideas of identity and heritage in Mundair's 'Name Journeys'

Understanding Berry's 'On an Afternoon Train from Purley to Victoria, 1955'

Analysing Berry's 'On an Afternoon Train from Purley to Victoria, 1955'

Understanding ideas of power imbalance in Femi's 'Thirteen'

Analysing ideas of prejudice and perception in Femi's 'Thirteen'

Comparing liminality, physicality and voice in AQA Worlds and Lives poetry

Understanding mankind and nature in Wordsworth's 'Lines Written in Early Spring'

Analysing mankind and nature in Wordsworth's 'Lines Written in Early Spring'

Understanding how Brontë presents nature in 'Shall earth no more inspire thee'

Analysing how Brontë presents nature in 'Shall earth no more inspire thee'

Comparing Wordsworth and Brontë's views on nature

Understanding how Eliot presents London in 'In a London Drawingroom'

Analysing oppression and pessimism in Eliot's 'In a London Drawingroom'

Understanding ideas of time, identity and place in Seneviratne's 'A Wider View'

Analysing ideas of time, identity and place in Seneviratne’s 'A Wider View'

Comparing ideas of place in 'In a London Drawingroom' and 'A Wider View'

Planning a written response on the AQA Worlds and Lives anthology

Writing a comparative response on the AQA Worlds and Lives anthology

In 'AQA World and Lives Poetry', pupils analyse how themes of identity and belonging are presented over a variety of poetry spanning different eras. In 'AQA World and Lives Poetry continued', pupils critically analyse the the remaining poems in the cluster, exploring these themes in a more nuanced way.

In 'Single Poet Study: Maya Angelou', pupils explored how Angelou used language, form and structure to describe strong bonds to people and place. In 'AQA World and Lives Poetry', pupils analyse poems from a range of cultures and traditions, exploring how themes of identity and belonging are presented..

In this unit, pupis explore 12 of the 15 poems from the 'World and Lives' anthology. Pupils complete two lessons about each poem: one on understanding and one on analysis. Pupils study the poems in a thematically linked order so they can complete comparative lessons at key points in the unit.

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 violence or fighting, including threats of violence or the aftermath of violence.

Depiction or discussion of violence or suffering

a poem in the form of a speech or narrative by an imagined person.

a reflective poem that laments the loss of someone or something.

Calling someone 'revolutionary' means they...

In 'England in 1819' Shelley used the metaphor "mud from a __________" to refer to the need for a change in institutional power.

The volta in 'England in 1819' offers a turning point because...

Plosive sounds are made by blocking the flow of air as it leaves the body therefore we might associate them with...

show the deceptive nature of the monarchy

show the ambitious nature of the monarchy

In 'England in 1819' Shelley may have used euphonic sounds in order to...

Words such as "glorious" and "illuminate" create __________ tone.

The continuation of a sentence beyond the end of a line, stanza or couplet is known as...

A pause or a break in a line of verse, often marked by punctuation is a...

Words and ideas which are used to suggest meaning that is not literally true is {{}} language.

They have been engaged in criminal activity.

They have been engaged in charitable activity.

What does the phrase "his name is mud" suggest about the subject being described?

the turn of thought or argument in the sonnet form.

an invented perspective or speaker used by a writer.

expressing personal emotions or feelings in a poetic, musical way.

This lesson was made for home learning during the pandemic.

Analysing how Shelley presents ideas of suffering in 'England in 1819'

Lesson outcome

Content guidance

This lesson was made for home learning during the pandemic.