a view or opinion that is incorrect because it is based on faulty thinking or understanding

the process of depriving a person or group of positive human qualities

prolonged cruel or unjust treatment or exercise of authority

felt in or as if in the internal organs of the body

a person who actively opposes or is hostile to someone or something

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

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'

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

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

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

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

Historic or outdated representations of people that may portray inequality or injustice.

A person who actively opposes or is hostile to someone or something is known as an ...

a view that is incorrect because of faulty thinking or understanding

depriving a person or group of positive human qualities

It summarises the main points of your argument. 

It reminds the reader of the most significant quotations.

It introduces a new poem for comparison.  

It refers to abstract ideas and the context.

What are the qualities of an effective conclusion?

Which quotation from Femi's 'Thirteen' links to the concept of ordinary people being "prey" in Shelley's 'England in 1819'?

that the outcome is uncertain and subject to chance

that the decision is predetermined and fixed

that the process is straightforward and predictable 

that the result is likely to be unpleasant

If "lots" are use to determine someone's fate, what does this suggest? 

Both Shelley’s 'England in 1819' and Femi’s 'Thirteen' talk about ideas of ...

Starting with the first, place the structural components of an analytical essay in order from beginning to end.

Imagine your question is: 'Compare the ways that ideas about power and authority are presented in 'England in 1819' and one other poem from ‘Worlds and Lives.' Which poems might you choose?

Prolonged cruel or unjust treatment or exercise of authority is ...

We might interpret the image of a "supernova" as representing ...

Which structural technique do both Shelley and Femi use in 'England in 1819' and 'Thirteen'?

Which image from Shelley's '1819' compares the monarchy to a parasite?

Exit Quiz