Study Guides

Unit Summary

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.

Lesson Summary

You will learn to understand how Seneviratne uses structure and language to express ideas of time, identity and place in 'A Wider View'.

Key Notes

• The structure of a poem arguably represents the journey of a concept or idea through the poem.
• The structure of the poem could represent the connection between the speaker's identity and their ancestor's life.
• Seneviratne uses metaphysical language to consider the nature of time
• Arguably, Seneviratne represents time as existing in a constant cyclical motion.

Vocabulary To Learn

• metaphysical: relating to the part of philosophy that is about understanding existence and knowledge
• axis: a real or imaginary straight line going through the centre of an object that is spinning
• cyclical: occurring in cycles; recurrent
• flux: the action or process of flowing or flowing out

Common Mistakes To Avoid

• That we all have the same metaphysical understanding of time.

3 Quick Questions (With Answers)

More Lessons In This Unit

• Analysing Berry's 'On an Afternoon Train from Purley to Victoria, 1955' Study Guide
• Analysing how Brontë presents nature in 'Shall earth no more inspire thee' Study Guide
• Analysing how Shelley presents ideas of suffering in 'England in 1819' Study Guide
• Analysing ideas of identity and cultural repatriation in khan's 'pot' Study Guide
• Analysing ideas of identity and heritage in Mundair's 'Name Journeys' Study Guide
• Analysing ideas of marginalisation in Parker's 'The Jewellery Maker' Study Guide
• Analysing ideas of prejudice and perception in Femi's 'Thirteen' Study Guide
• Analysing ideas of voice and identity in Berry's 'Homing' Study Guide
• Analysing mankind and nature in Wordsworth's 'Lines Written in Early Spring' Study Guide
• Analysing oppression and pessimism in Eliot's 'In a London Drawingroom' Study Guide
• Analysing the concepts of strength and resistance in Dharker's 'A Century Later' Study Guide
• Comparing ideas of identity in 'pot', 'The Jewellery Maker' and 'Homing' Study Guide
• Comparing ideas of place in 'In a London Drawingroom' and 'A Wider View' Study Guide
• Comparing ideas of temporality in 'England in 1819' and 'A Century Later' Study Guide
• Comparing liminality, physicality and voice in AQA Worlds and Lives poetry Study Guide
• Comparing Wordsworth and Brontë's views on nature Study Guide
• Exploring connections and ideas across the AQA Worlds and Lives anthology Study Guide
• Exploring ideas of voice and identity in Berry's 'Homing' Study Guide
• Planning a written response on the AQA Worlds and Lives anthology Study Guide
• Understanding Berry's 'On an Afternoon Train from Purley to Victoria, 1955' Study Guide
• Understanding connections between identity and artefacts in khan's 'pot' Study Guide
• Understanding heritage and marginalisation in Parker's 'The Jewellery Maker' Study Guide
• Understanding how Brontë presents nature in 'Shall earth no more inspire thee' Study Guide
• Understanding how Eliot presents London in 'In a London Drawingroom' Study Guide
• Understanding how Shelley critiques powerful institutions in 'England in 1819' Study Guide
• Understanding ideas of identity and heritage in Mundair's 'Name Journeys' Study Guide
• Understanding ideas of power imbalance in Femi's 'Thirteen' Study Guide
• Understanding ideas of time, identity and place in Seneviratne's 'A Wider View' Study Guide
• Understanding ideas of youth and education in Dharker's 'A Century Later' Study Guide
• Understanding mankind and nature in Wordsworth's 'Lines Written in Early Spring' Study Guide
• Writing a comparative response on the AQA Worlds and Lives anthology Study Guide