Hello there.

Welcome to today's lesson.

Really great to see you today.

Mine is Mr. Barnsley, and I'm really pleased you decided to join me as we continue to explore the poetry in the AQA World and Lives Anthology.

Today we're gonna be doing some comparison.

So we're gonna be comparing how temporality is presented in two poems, and they are "England in 1890" and "A century later".

You are gonna want to make sure you have your copy of the A QAWorld and Lives Anthology to Hand because you're want gonna be able to see these two poems. Okay, I think it's time for us to get started.

All right, let's have a look at today's outcome then, shall we? By the end of today's lesson, you are gonna be able to explain the similarities and the differences between how poets present the idea of temporality.

So we have five keywords, that first one: temporality.

You'll be thinking, well, this must be important because I've seen it in both the title and the outcome.

But there are four other words that we're gonna keep an eye out for as well.

They are relative, cyclical, linear time, and temporal.

All right, let's dive into each of these and find out what they mean.

So, temporality represents the way the world is perceived with a particular attention to how it relates to time.

So it's about how we look at the world in relation to time.

Now, don't worry if that still feels like a really big idea.

We're gonna start the lesson by looking at this in a little bit more detail, but other words that can be really useful for us to understand temporality is relative.

Now, relative means considered in relation or in proportion to something else.

Cyclical means something that occurs in cycles.

So something that might reoccur.

Linear time is time that's perceived as moving from the past through the present into the future.

Almost like it's moving in a straight line.

And then temporal is something that is relating to time.

So you can see all five keywords linked to this idea of time and are gonna be really helpful for us understanding this, almost the focus of today's lesson, temporality, which is the way that the world is perceived in relation to time.

All right, so we're gonna be comparing temporality in "England in 1890" and "A Century later".

So we're gonna do this by looking at two learning cycles.

Firstly, we're gonna be comparing ideas on time, and secondly, we're gonna be writing comparative topic sentences.

Once we've done the thinking, we'll do the writing.

But let's start with the thinking then, shall we? By comparing some ideas about time.

So we are gonna be looking at ideas of time and thinking about how we perceive time.

Now, I think we can all agree that an hour is a temporal unit.

It's a unit that measures time, okay? And it is a measurable amount.

We all agree, I hope we all agree, that an hour is 60 minutes long, or you might even wish to think of it as 3,600 seconds.

So, we all agree on that, right? So do you think an hour passing feels the same for everyone? What do you think? Pause the video, have a think, and then press play when you are ready to share your ideas.

Yeah, welcome back.

I think I heard quite a few of you saying, "Mr. Barnsley, we've just said an hour is 60 minutes.

Of course, it's the same for every single person," and I don't disagree with you there.

However, I want you to think about the, the following two scenarios.

I want one you to imagine you are sitting an hour-long exam.

Two, I want you to imagine you are watching an hour-long episode of your favourite TV show.

Do you think the hour feels exactly the same in both of these scenarios? Does the passing of that hour feel exactly the same? Yes or no? Why? Why not? All right, over to you.

What do you think? Pause the video.

Have a think and press play when you are ready to share your response.

Welcome back.

I can see a few of you going, "Mr. Barnsley, you tricked me here because actually now I'm thinking like this, these two hours do not feel the same.

An hour sitting in exam feels so much longer than when I'm spending an hour watching my favourite TV show." And this is because actually the concept of time can be quite relative.

And if we think of time as relative, it suggests that we experience time differently depending on our frame of reference.

So if we're doing something we enjoy, time might feel like it goes quicker.

If we're doing something we don't enjoy, time might feel like it really drags.

So Lucas said, well, before you asked these questions, he thought of time as being something that was really constant and really measurable.

But now he's opened his mind to think that we can perceive time slightly differently.

So ideas about how we perceive time and how it relates to the world around us, this is what is known as temporality.

So I said we'll explain this keyword a little bit more detail.

Hopefully, it's becoming a little bit clearer to you.

So, for example, the idea that time stands still when you are nervous or time flies when you're having a great time, these are all parts of this idea of temporality.

So temporality is an umbrella term that covers lots of different ideas about how we perceive time and how it relates to the world around us.

So sometimes we might think of time as being linear and this means the passing of time in like one straight line.

So the past leads into the present which leads into the future.

However, we might not always think of time moving in a straight line.

Sometimes you might think of time as being cyclical, which might be a way of thinking that actually sometimes time repeats itself almost like a circle.

So the past leads to the present, leads the future, but the future might lead back to the past.

We might say, hang on a minute, these things have happened before.

No, for example, war is a really good example.

It's not something that there was one war that ever happened and people say, "We will learn from this, this will never happen again." But we see war happening in the future, in the present as it currently stands.

And I think we could all predict that war might happen again in the future, which suggests that this is more of a cycle and history and time can repeat itself.

So let's think about why we might think considering ideas around temporality might be important.

Why don't you pause the video and think through this to yourself.

Or if you've got a partner you can discuss with them.

Why do you think considering ideas of temporality is important? Over to you, pause the video, have a think, press play when you're ready to continue.

So interesting ideas there.

Izzy said actually she thinks how we perceive time really links to much wider questions, bigger questions about human existence.

Do we exist in one individual moment in time where everything we are doing, every moment is really unique to us or a part of a wider chain? Is this examples of history repeating itself? You know, is what we do now gonna impact the future that could replicate things from the past? It's a huge, huge question and things for us to think about.

All right let's check our understanding so far 'cause this has been quite a complex idea.

So complete the following sentences by adding either temporality, cyclical, or linear to these sentences.

So suggesting that we experience and perceive time differently as part of the larger idea of what? You think of time as what if you think of it as repeating itself? you think of time as what if you think of it as moving in a straight line from past to present to the future? All right, pause video, have a think, and then press play when you think you've got the answers correct.

All right, well done.

Good job on this.

You should have got temporality, you should have got cyclical and you should have got linear in that order.

Well done if you got those correct.

All right, today we're gonna be considering the concept of temporality in two poems. They are Shelley's "England in 1819" and Darker's "A a Century Later".

We are gonna be considering how each of these poems reference ideas of time and what they might say about how we perceive time.

So both poets reference time in their title.

What do you think the significance of this is? What do you think? Pause the video.

Have a think and press play when you think you have an answer.

Some really interesting ideas that I heard some of you saying quite rightly that actually both the poets must be suggesting that thinking about time is really important in understanding the meaning of that poem.

So knowing like, you know, having time at the forefront of our mind, but it also is a reminder of the importance of temporal context.

So we need to think about when a poem was written, what time periods it references, how time is perceived in that poem.

These are all the things that we want in the forefront of our mind as we think about these two poems. So let's consider then the temporal context of the poem, the time context of the poems. So we know Shelley writes "England in 1819".

It's very clear, whereas Darker writes "A Century Later" in 2014.

Now Shelley's poem is quite straightforward here because in his poem about "England in 1819", we are really drawn to this moment in time in 1819, however, Darker's poem really draws the reader to a moment in time a century earlier.

So, yes, she talks about what's happening in 2014 and specifically Malala Yousafzai's kind of fight for education and girls across the world fight for education, but she also draws through reference to the poetry of Wilfred Owen to the beginning of World War I.

So we are, as a reader, being asked to think about different points in time.

So what do you notice about them then? Why do you think that's being done? What's interesting or different about these two poems? Pause the video, have a think, and then press play when you are ready to move on.

Yeah, really well done if you said that Shelley is really making the reader live the moment, there's clearly something important about that moment in time, whereas Darker is trying to draw links and comparisons to different moments across history.

So let's consider the titles again in a little bit more detail.

What do you think Shelley's use of that very specific date, "England in 1819" what do you think that suggests? What interpretations could we draw from that? Pause the video.

Have a think.

If you've got a partner, you can discuss with them.

Otherwise, just think independently.

Okay, what does Shelley's use of a specific date suggest? Pause the video, have a think, press play when you think you have an idea.

Interesting discussions What I thought was really interesting that I heard some of you saying I want to shine a light on is that actually it says there is something very specifically interesting about 1819.

This is a very distinct moment in time.

Somehow it's different from 1818 and 1820, for example.

We really want to focus on what is happening in 1819 at that very moment.

What about Darker's title then, "A century later", what might that suggest? Pause the video, have a think, and press play when you are ready to share some ideas.

Yeah, I could see you'd seen the difference there.

And you're talking about, well actually Darker is saying it's really important that we consider both the present and the past simultaneously to understand the poem.

This suggests there is a much more relative approach to time, that these two events in 1914 and 2014 are not in isolation.

There is a link between them.

Already, we can see some interesting differences between the speaker's use of time and temper.

Sorry, the poet's use of time and temporality.

All right, true or false? Both Shelley and Darker draw the reader's attention to time in the titles, is that true or false? Pause the video, have a think, press play when you're ready to continue.

Yes, that is true.

Well done if you said that was true, let's justify that.

Both titles convey the influence that past events have on the present moment, or is it B, while Shelley's title foregrounds the present, Darker's title draws our attention to the past? What do you think? Pause the video.

Press play when you're ready for the answer.

Yes, that is B, of course.

There's a difference between the two poems. Shelley really focusing on the present, Darker reminding us the importance of the past.

All right, let's focus on Shelly's "England in 1819" for a moment.

So a summary of the poem might be that Shelley criticises the continued oppression of the ordinary people by powerful institutions, the oppression that has been happening and continues to happen.

But by the end of the poem, we have this slightly optimistic note.

There is a volta which suggests things can change for the better.

So how might we see this narrative in temporal terms? I think are some of those key words that we looked at, relative, linear, cyclical.

How might we see this narrative in temporal terms? Pause the video, have a think, and press play when you think you have a response.

Really well done to those of you who were thinking about that word linear, because you might have said, look, this is about the past oppression that these institutions have got away with, the present oppression that's happening at that very moment in 1819.

However, that final volta gives us hope for an optimistic future.

So that is the past, the present, the future, moving in a linear fashion.

So we can interpret Shelley's poem as having a linear narrative.

So true or false, we might consider Shelly's "England in 1819" as having a linear narrative.

Is that true or false? Pause the video.

Have a think and press play when you're ready to move on.

Yeah, that is true.

Well done if you said true, let's justify that.

Shelley implies that oppression of the ordinary people will continue in a cyclical fashion.

Or Shelley implies that the oppression of the ordinary people will come to an end.

What do we think? Pause the video, have a think, press play when you're ready to continue.

Well done if you said B.

Yes, Shelley's poem gives us hope at the end that this oppression could end.

Of course it does say we have to rise up against these powerful institutions, but it suggests there is hope in the future of this oppression coming to an end.

Well let's think about Darker's "A Century Later" then.

So summary of this poem might be that the subject of Darker's poem is the violence being committed against girls who are fighting their education.

However, she also references past violence and hints at future violence that may still occur.

How might we see that narrative in temporal terms? Pause the video, have a think.

Press play when you're ready to continue.

Okay, well done if you were thinking of this in the cyclical terms. So we've got the past violence that happened in World War I, the present violence of kind of the attackers against the young girls who are trying to stop them getting an education and the fact that Darker doesn't say that this violence won't happen again in the future.

She actually hints there's something quite foreboding that this will not be the last time that youth have to suffer through violence.

So it presents it as this cyclical idea that we are not really learning from the past and actually this violence that we inflict on the youth and the fighting that they have to do for their future is something that we see time and time and time again through history.

So really saying that actually Darker is saying that time is cyclical.

All right, true or false, we might consider Darker's "A century later as having a cyclical narrative? Is that true or false? Pause video, have a think.

Yeah, really well done if you said true.

Let's justify that.

Darker implies that the violence experienced by the girls will come to an end, Darker hints that humanity is doomed to keep repeating violent acts.

What do you think? Pause the video.

Press play when you think you have a response.

Yes, B, there is almost something very foreboding about Darker's poetry here hinting that humanity won't learn and we're doomed to keep repeating these violent acts.

All right, over to you for our first task.

You are gonna really show what learned so far after the result of these brilliant discussions we've had.

So there are two statements concerning temporality and meaning.

One of them, the past affects the present and the other one, we can create a better future for the world.

What I want you to do is think about which statement you would apply to Shelley's "England in 1819" and which statement would you apply to Darker's "A Century later"? Write a very short answer for me and I want you to see if you can use as many of the keywords as you can, so temporality, relative, cyclical, linear, and temporal.

All right, give this a go.

What I want you to do, write a summary of what we've learned by linking these two statements to the two poems. All right, give this your best shot, pause the video and best of luck.

All right, welcome back.

Great work there.

This is a tricky idea.

So it was great to see you working with such confidence by linking the two different ideas on temporality to the two different poems. Let's have a look at what Lucas said and as we're reading this, consider whether you agree with his ideas or why or why not.

So Lucas said through the use of a specific temporal reference along with a linear narrative, "England in 1819" suggests that we can consider time as having very distinct moments.

These ideas of temporality suggest the future can be different from the past and present.

And this coupled with the optimistic volta at the end of the poem implies that we can create a better future for the world.

On the other hand, Darker offers a more relative approach to temporality through a cyclical narrative.

And by drawing the reader back to consider World War I implies that the past affects the present.

What great ideas from Lucas and really well done for him for using all five keywords.

What I want you to do now is using Lucas' ideas, rewrite your own answer to include any missing vocabulary, and if there's any ideas from Lucas' you want to use to help you improve your work.

All right, pause the video.

Let's spend a little bit of time improving our own work then, shall we? Okay, it's time for us to move on now and think about how we can write comparative topic sentences.

So a topic sentence is the sentence that we use to introduce the main idea of our paragraph.

So if we were writing about one poem, we might say, "England in 1819" explores ideas of optimism through a linear narrative.

It tells me we're gonna focus on the poem.

It tells me we're gonna focus on the idea of optimism, and it tells me that this paragraph will focus on the linear narrative.

However, a comparative topic sentence is gonna allow us to compare more than one poem, state whether there is a similarity or a difference between these poems. So whilst "England in 1819" explores ideas of optimism through a linear narrative, "A Century Later" arguably has a pessimistic tone through a cyclical narrative.

There are two types of conjunctions we can use when we're writing comparative topic sentences.

One of these is a comparative conjunction.

So this is used to compare ideas and generally might show a difference.

For example, whereas, however, contrastingly, on the other hand, we can use comparative conjunctions to show similarities like likewise or similarly.

But I think in this, as we practise today, we'll really focus on differences there.

Correlative conjunctions, they're pairs of words that work together to connect ideas in a sentence.

These examples of these are like both and and, or neither and nor.

Let's look at both of these in a little bit more detail and apply them to the poems we've been looking at.

So let's start by thinking about comparative conjunctions, shall we? They're used to compare ideas in a sentence and they could be used to show similarities and differences, but we're gonna look at differences today.

So let's take, imagine we've got two ideas.

We are gonna put the comparative conjunction in between them.

Let's flesh this out and use a proper example, shall we? So idea one: in "England in 1819", Shelley foregrounds the difference between the present and the future.

Idea number two, in "A Century Later", Darker explores the cyclical nature of time.

Okay, well, those two things are quite different.

So I need a comparative conjunction which shows there is a difference here.

So examples of these are whereas, on the other hand, however, and contrastingly.

And as you can see at the bottom, this will help us connect both of those ideas together to create this kind of complex sentence.

So there's an example of it using whereas, an example of using on the other hand, however, and contrastingly.

All right, over to you now, which two of the statements below use comparative conjunctions to create a comparative topic sentence? I want you to pause the video and read through each four of the sentences independently and then select the two that you think are using comparative conjunctions.

All right, pause the video, read, select your answers, and press play when you're ready to continue.

Welcome back.

Really well done if you said A and B, you can see these use the comparative conjunctions whereas and however.

Well done if you got that correct.

All right, correlative conjunctions then.

They're really useful for expressing similarities between texts.

So we want to compare similarities between "England in 1819" and "A Century Later".

And they have one idea in common.

So how do we do this? Well, Shelley and Darker, the poets of each, the writers of each of those poems, they're both exploring the importance of the temporal context.

Both of them saying it's really important that you understand the temporal context, the ideas around time that surround the poem.

So the correlative conjunctions that we can add here to kind of show that connectivity are both and and, and that creates this sentence: both Shelley and Darker explore the importance of temporal context works really well.

However, sometimes the idea is that actually neither author is expressing an idea.

So in that case, it's still a similarity because Shelley and Darker have something in common, but it's something that neither of them are doing.

We can say neither or nor.

So, neither Shelley nor Dark advocate for reading in temporal isolation.

That would look like this.

So can you, looking at these three sentences here, can you select the sentence which uses correlative conjunctions? Only one right answer here, pause the video, read through each of these carefully, and then select the one that you think is using correlative conjunctions.

Okay, over to you.

Press play when you're ready to find out the correct response.

All right, really well done if you said C, that uses both and as correlative conjunctions.

Okay, over to you then for our final task of today's lesson, you are gonna write two comparative topic sentences using conjunctions.

You could try using one that uses comparative conjunctions and one that uses correlative conjunctions.

So use the sentence starters, use the table to help you.

I've also handily included some of the key ideas that we discussed in the first half of today's lesson to help you write those comparative topic sentences.

And here is one more example of how this is used.

So here's an example of comparative conjunctions: Shelley implies that people can break the cycle of oppression, whereas Darker implies the cyclical nature of violence, or emphasises the cyclical nature of violence.

And examples of correlative conjunctions: both "England IN 1819" and "A Century Later" create a link between the temporal context and the meaning of the poem.

That's what I'm looking for from you.

Now it's over to you to create your own.

Pause the video, give this a go and press play when you're ready to do some reflection.

All right, welcome back.

Great work there.

We're gonna reflect on our own work, but before we do that, we're gonna compare some of the Oak pupils' work.

So Laura wrote, "Whereas "England in 1819" is written in a subverted sonnet form, "A Century Later" uses free verse.

Both poems use form and structure to add to their meaning." So Laura's done a great job of using comparative conjunctions correctly to show there are differences or similarities between the poems. However, what advice could we give Laura to improve her topic sentence? Pause the video, have a think, and press play when you're ready to continue.

Well done if you noticed that actually Laura compared the poets' methods in her topic sentence, she really focused on the form there.

And actually we don't want to do that.

Remember, the best topic sentences will focus on big ideas.

We leave our language, our structure, our form analysis that can be within the paragraph, but they don't want to really be the focus of our topic sentences.

Well done if you spotted that.

Okay, over to you now to reread your own work and edit it if you need to.

All right, pause the video, reflect on the topic sentences you've written, and then press play when you're ready to move on.

Okay, great work today everybody.

That's it.

We've reached the end of today's lesson.

On the screen you can see a summary of all the key learning that we have covered.

I think it's really important that you pause the video, read through each of these bullet points independently, and make sure you feel really confident on them before you move on to our next lesson.

All right, thank you so much for joining me today.

I really hope to see you in one of our lessons in the future.

Have a great day.

Goodbye.