Worlds & Lives: Overview (AQA GCSE English Literature)

For Paper 2, Section B you will study a cluster of 15 poems which are thematically linked. This page will provide an overview of the new Worlds and Lives anthology cluster. 

This page includes:

• A complete list of the poems in the cluster

• A brief overview of what is required in the exam

• A brief explanation of key themes

• A thematic comparison table of all 15 poems

• Top tips for the highest grade

This should help you identify which poem you should compare a given poem to in your exam question, and help you create an effective thesis statement to answer the poetry question.

Worlds and Lives poems

Here is a list of all the poems in the Worlds and Lives cluster:

Overview

In Paper 2, Section B, you will be given one of the 15 poems on the exam paper itself, and be expected to compare it thematically to one other poem from the anthology. You will have to choose this second poem, and you should be prepared to write about any of the 15 poems in the exam. This means you need to have a thorough understanding of each poem.

This question in the exam is worth 30 marks, and you should aim to spend between 40-45 minutes on it in the exam. In order to write a top grade response, you should aim to write an introduction, at least 2-3 comparative paragraphs and a conclusion. It is up to you whether you write about the poem given on the exam paper first, and then your second choice of poem, linking themes back to the given poem, or if you prefer a more integrated response. Neither approach gets you more marks than the other.

For a more detailed guide on how to achieve top marks for your essay, please see our easy-to-follow 'How to answer the poetry anthology question' pages.

Key themes

Identity and culture

How we define our identity is a key theme running through many of the poems in the anthology. It includes:

• How we define ourselves, whether through our profession, our family, our heritage or our culture

• How language can also be an important aspect of our identity

• How our background and family or cultural heritage can help to define us

• The problems brought about by a lack of identity

Nature and the environment

Nature and the environment is explored in this cluster via humanity’s relationship with the natural world. It includes:

• The contrast or conflict between natural and urban environments

• How some people can feel deeply connected to nature, which can bring comfort and a sense of belonging

• The negative impact of humans on the environment and natural world, both in the past and in the present

Belonging and loneliness

A sense of belonging, as well as a sense of loneliness or isolation, are closely linked in these poems. This theme can include:

• The connection of place to a sense of belonging

• How connection with others can also bring a sense of belonging

• How it feels not to belong

• How being disconnected from nature and living in an urban environment can be a lonely and isolating experience

• How being in nature can be a solution to loneliness and isolation

Migration and prejudice

This theme also links closely to the idea of belonging or not belonging, as it explores a sense of connection or disconnection to places and people. It can include:

• How having to migrate to a new place or country can make people feel disconnected and alienated, especially from their culture or heritage

• How people who have migrated may find it difficult to adjust or fit in

• How some people are treated differently or singled out because they are different

• How prejudice can be based on race, class or gender

Power and authority

The theme of power and authority explores how people may exercise power or be subjected to power. It can include:

• How people who have power or who are in power may use it to their own advantage, or to oppress others

• How ordinary people can feel as though they lack power over their lives

  • However, some poems also focus on how ordinary people can rise up and challenge authority

• The exploration of the balance of power and how this can change

• How education is a powerful force that can change people’s lives and challenge those in power

• How people have the ability to action change

Thematic comparison table

Use the table below to revise which poems connect to the others in the anthology, based on the themes the poets explore.

Top tips for the highest grade

• Referring to writer’s methods, or linguistic terminology, without linking it to a theme will not get you marks:

  • Writer’s methods and the analysis of language, form and structure should always be based on the theme

• For example, writing “Antrobus writes the poem in the form of couplets” will not get you a mark. However, writing “Antrobus writes the poem in the form of couplets to indicate harmony, but also disrupts the rhythm to highlight concerns about humans’ relationship with the natural world” will

• Including historical facts or biographical information about the poet does not add value to your answers:

  • If you are addressing the focus of the question, then you are addressing context

• If you know the poems well, you will be able to demonstrate this knowledge and understanding in the exam:

  • Learn the poems rather than learning lists of quotes

• Make sure you read the question and highlight the focus:

  • Then, decide on which poem you can make most links with the poem given to you on the paper

• You don’t get extra marks for more quotations, but you do get more marks for making plenty of interesting comments about the quotes you have selected

• Using the poet’s name can help you think about the text as a conscious construct, and will keep reminding you that the poet deliberately put the poem together

• Avoid making sweeping generalisations, such as “all migrants were treated with prejudice when they came to England”. Make it relevant to the text. For example, “In this poem the speaker feels alienated in a culture which tries to integrate them to conform”

• Use comparative connectives in your answer, such as “similarly”, “likewise”, “on the other hand” and “contrastingly”