something used symbolically to represent something else

the process of transforming the economy from a focus on agriculture to a reliance on manufacturing

a belief or opinion, often held by many people and based on how things seem

the repetition of a sound; to repeat what someone else has said or thought

to go beyond or rise above a limit, or be greater than something ordinary

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

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'

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'

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

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

Depiction or discussion of sensitive content

going from a focus on agriculture to a reliance on manufacturing

to repeat what someone else has said or thought

you are content with your life you have it.

The desire for a 'wider view' might suggest...

‘A Wider View’ begins in the {{}} and considers the life of the speaker’s great-great grandfather.

The poem is in the past and the speaker describes "sky".

The speaker places their great-great-grandad in the 19th century.

The speaker describes their great-great-grandad heading towards a factory.

In the present time collapses as the speaker 'meets' their great-great-grandad.

The speaker considers past and future generations.

Starting with the first, put these stanza summaries about 'A Wider View' in the order the poem appears.

In 'A Wider View' Seneviratne is perhaps reminding the reader of the importance of __________ when considering identity.

The last line from 'A Wider View refers to the shape between generations. What shape is referenced? 

The {{}} was a period of time where people saw the shift from agricultural work to mass production in factories.

the qualities that make a person unique or themself

regarded as perfect or better than in reality

What tense is this sentence written in: 'Today, my footsteps echo in the sodium gloom.'?

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

Lesson outcome

Content guidance