an unfair feeling of dislike for a person or group because of race, sex, religion, etc.

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

to represent, express, or identify by a symbol

a metaphor that unfolds across multiple lines or stanzas of a poem

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

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'

Analysing how Shelley presents ideas of suffering 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'

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

Discriminatory behaviour or images, whether on the grounds of race, gender, disability, religion or belief or sexual orientation, or otherwise.

Depiction or discussion of discriminatory behaviour

Throughout 'Thirteen' there is an extended metaphor of a...

To represent, express, or identify by a symbol is known as to...

The police officers see a bright future for the boy.

The progression of the boy's lack of hope,

Throughout the poem 'Thirteen', the image of the "star" changes from a "star", to a "supernova" to  "black holes" - what might this indicate?

An unfair feeling of dislike for a person or group because of race, sex, religion, etc. is known as...

Starting with the first, put these words from the poem 'Thirteen' in the order they appear.

it suggests that young boys from a similar background will avoid the same fate

it symbolises a lack of hope and opportunity for boys from a similar background

it symbolises the lack of investment made in youth services to support young boy

In the poem 'Thirteen', what is the significance of ending on the image of a black hole?

a poem or song that narrates a story in short stanzas 

a figure of speech that involves comparing two things using the verb "to be" 

attribution of human emotions or characteristics to nature or inanimate objects 

the boy hears an inspiring speech by police officers in his school

the boy is wrongly accused of being involved in a robbery

the boy is rightfully accused of being involved in a robbery

Which of the following is an accurate summary of Femi's 'Thirteen'?

intentionally repeating words, lines, stanzas

repetition of the hissing sound "s" in nearby words 

Femi was a Romantic poet who believed in the power of social change.

Femi's work often explores the experiences of young black men in London.

Femi's father was stopped by the police and falsely accused of a crime.

Which piece of contextual information is accurate for Femi's poetry?

Which of the following is a connotation of "star"?

Which of the following images suggests a lack of hope?

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

Lesson outcome

Content guidance