Hello there, my name is Mr. Barnsley.

Great to see you today.

Thank you so much for joining me today's lesson.

In this lesson, we're gonna be using our AQA World and Lives poetry anthologies because we are gonna be exploring one of our poems today.

And that is the beautiful poem "Pot" written by Shamshad Khan.

Okay, it is time for us to get started.

So let's look at today's outcome then, shall we? So you are gonna explain how Khan, the poet, presents the importance of artefacts in relation to culture.

Alright, let's have a look at some keywords.

It might help us unpack this outcome a little, in a little easier.

So there are five keywords that we are gonna be trying to look out for and use in today's lesson.

They are colonialism, archaeologist, context, looting, and artefact.

Let's have a look at what they all mean then, shall we? Well, colonialism is the process of one country taking control of another and its resources.

So often a lot of colonialism was all about countries trying to, they might have seen natural resources that they wanted control of, so they would take control of the country where those resources were.

An archaeologist is a person who studies human history through the analysis of objects and other physical remains.

So they will look up and find objects from way back in the past, way back in history and try and think about what that tells them about what life might have been like during the period when that object was created.

So context is the situation background or environment relevant to the poem's creation.

Looting is an act and it means to steal goods from a place.

And we typically think of looting happening during a period of war or in a riot.

And an artefact then is an object made by a human being and it's typically one of either cultural or historical interest.

So we're gonna be three learning cycles today.

We are gonna, the first two learning cycles we're gonna be reading the poem pot, one for our first initial personal interpretation, and then we will look at the poem again and look at it in a little bit more detail.

And by the end of the lesson we're gonna start thinking about this poem Pot in the wider context.

So thinking about historical or social context that might help us understand this poem more.

But let's start with our first read through of 'pot'.

So today we're gonna be exploring Shamshad Khan's poem "Pot".

We are gonna use our first read of the poem just to really consider our initial reactions and ideas about the poem and think about some of the imagery that really jumps out to us.

This exploratory first read is designed to introduce you to some of the ideas in the poem and it's gonna help you develop your own personal response to it.

Now the title of the poem is 'Pot'.

Now let's consider a pot as an object.

If you've got your exercise books in front of you, you might want to do this as a mind map in your books, but don't worry if not, you can either do it on a piece of paper or you can just think to yourself.

What feelings, thoughts, feelings, or ideas come to mind when you think of a pot? Pause the video, create a mind map if you would like or just think through this question independently if not.

What thoughts, feelings, and ideas come to mind when you think of a pot? Pause the video over to you.

press Play when you're ready to continue.

Some lovely ideas there.

Let's shine a light on some of the fantastic things some of you were saying.

So often pots a hand-made, we think about the care that goes into the creating of them, but they're for everyday use.

Think of all the different ways that we might use a pot.

There's a lot of creativity that goes into the creation of these and often they can be very ornate and beautiful, but at the same time they can be very practical.

We think about how pots are used across the world to carry water.

They're very fragile.

We often think of them as very easy to break and thinking about them as a part of ownership.

You know, when we think about pots, they are things that are bought and used by people for very practical everyday tasks.

So archaeologists search for objects like pots from the past civilizations so they can explore what these objects can tell us about their identity.

How do you think objects relate to identity? Why don't you pause the video and have a think about this question.

If you've got a partner now would be a brilliant time to discuss with them.

But don't worry if you're working by yourself, you can just think through this question independently.

Okay, how do you think objects relate to the idea of identity? Pause the video, have a think and press Play when you're ready to continue.

Some really lovely discussions there.

It might not seem like a really obvious question, but I was really impressed by those of you who are trying to make those connections between an object and identity.

Let's see what some of the Oak pupils said and see how similar it was to the discussions you were having.

So Laura said, "Well I think they might tell us about the way people lived and what they valued.

And we can see this through their craftsmanship and the style of the pot." And Alex said, "Yeah, they might also tell us about the values people have through the images that they choose to decorate those pots with." Some really interesting ideas and well done if you said something similar.

So let's just check how we're getting on then, shall we? Which one of the following statements is true? Is it A, artefacts are useful indicators of how a society lived and functioned? Is it B, archaeologists are not interested in artefacts? OR is it C, something we've created doesn't tell anyone anything about us?" What do you think? Pause the video have a think and press Play when you're ready to continue.

Yes, that is of course A.

We know that artefacts are really useful indicators of learning about how a society might have lived and how it might have functioned.

Okay, it is time for our first read through of the poem.

You are gonna need to make sure you have your copy of the anthology in front of you open on the poem 'pot'.

If you haven't got your anthology in front of you, now it's time to pause your video and go and get it.

Okay, pause the video, make sure you've got your anthology and press Play when you're ready to continue.

Okay, welcome back.

Now I am gonna read the poem to you, but I want every single one of you to be following along, following along as I read the poem.

Alright, let's get started.

"Pot, so big, they said you shouldn't really be moved.

so fragile you might break, you could be from anywhere, pot.

Styles of travelled just like terracotta.

You could almost be an English pot, but I know you're not.

I know half of your story pots or where you come from or how you got here, but I need you to tell me the rest pot.

Tell me, did they say you were bought pot, a looters deal, done the whole lot sold to the gentleman in the grey hat? Or did they say you were lost pot? Finders, keepers, you know, pot? Or did they say they didn't notice you pot? Must have slipped onto the white sailing yacht bound for England.

Someone somewhere will have missed you pot.

Gone out looking for you pot because someone somewhere made you fingernails pressed, snake patterned you pot, washed you pot, used you pot, loved you pot.

If I could shatter this glass, I would take you back myself pot.

You think they wouldn't recognise you Pot, say diaspora, you left now, you are not really one of us pot.

I've been back to where my family's from.

They were happy to see me laughed a lot.

Said I was more Asian than the Asians pot.

I was pot.

Imagine the hot sun on your back.

Feel, fly, settle on your skin.

Warm grain poured in inside empty pot.

Growl if you hear me pot." Pot, dedicated to a Nigerian pot currently incarcerated in the Manchester Museum without charge or access to legal representation.

Okay, I want you to discuss which of the two summaries you're about to see below is the best describes 'pot' in your opinion.

Is it A, the speaker is sad because they think that someone has created the pot and is now missing the pot? Or is it B, the speaker is angry at the museum for taking the pot away from its home and keeping it where it doesn't belong? Pause the video, have a think.

Which of these summaries best describes the poem that we've just looked at? Okay, pause, discuss and press Play when you're ready to continue.

Okay, welcome back.

That wasn't a particularly straightforward question because I think there is both a sense of sadness and a sense of anger in there.

Of course the speaker is sad that someone may be, you know, missing the pot that they once created.

But I am inclined to, to go with the summary on the right.

Actually there's a real sense of anger at the museum for taking the pot away from its home and keeping it somewhere where it does not belong.

Well done if you went with that summary, I think that's probably the best one overall.

Alright, let's check then, we've understood this poem.

Which statement about pot is true? Is it the speaker created the pot? Is it the speaker doesn't think the pot is where it belongs? Or is it the speaker thinks the pot is beautiful? Pause the video, have a think and press Play when you're ready to continue.

Well done if you said be the speaker does not think the pot is where it belongs.

The pot does not belong in the museum.

Alright, over to you now.

Here are three key images or moments from the poem.

I want you to decide which one you believe is the most important.

Is it one, the image of the speaker trying, unsuccessfully, to communicate with the pot? Is it the second one? Is it that the image of the pot being taken away from its home? Or is it the third one, the image of someone crafting the pot? Which of these key images, key moments do you think is the most important and why? All right, pause the video, write down your response and press Play when you're ready to continue.

Okay, really well done on that first task.

Let's have a look at what Izzy wrote and compare our responses to hers.

Izzy said, "I think the image of someone crafting the pot is the most important because it allows us to visualise the amount of love and care that someone put into creating this object, which helps us to consider how someone's identity and emotion can be attached to an everyday object like a pot and why they might be upset that is being taken away from them." All right, pause the video.

Do you agree with Izzy? Why or why not? Did you pick the same image? All right, pause the video, have a think.

Have a discuss and press Play when you're ready to continue.

Okay, it's time for us to move on to our second reading of the pot, of the poem pot.

And we're gonna do look at this in a bit more detail.

So we're gonna read the poem again and consider the imagery and the language used in more detail.

So let's start by looking at the opening line.

Who do you think "they" is in the opening line? Pause the video, have a discussion, have a think and press Play when you're ready to continue.

Oh, some really interesting ideas there.

So it might be that they refers to the museum itself and "so big" is one of the excuses that they've given for keeping the pot there instead of returning it to where it, where it came from, okay? So it could be that "they" refers to the museum and they trying to justify why they think they should keep the pot in their museum and not send it back to Nigeria where it came from.

All right, let's look at this section of the poem.

"You could be from anywhere pot, styles have travelled like terracotta." Terracotta is a type of fired clay used to create objects.

"You could be almost be an English pot, but I know you're not." What is the speaker suggesting when they say, "I know you are not."? Pause video, have a think and press Play when you're ready to continue.

All right, well done if you said something along the lines of, "Perhaps suggesting that although people are trying to convince the speaker that the pot is just some generic pot.

The speaker understands that the pot has a story, an identity of its own.

You know, it would be really easy for the museum to say, "Hey, it's just a pot.

No one's gonna be missing it." But the speaker doesn't believe that.

We're gonna look at this section now.

Or did they say you were a lost part finders are keepers you know pot or did they say they didn't notice you pot must have slipped onto the white sailing yacht bound for England?" Why do you think the speaker is repeating? "or did they say"? What's the impact of repeating that phrase? Pause the video, have a think and press Play when you're ready to continue.

Really interesting, some great ideas there.

Well done if you said something similar about, "Perhaps they're suggesting that whoever took the pot has a lot of excuses for how the pot is now in England rather than its country of origin." Okay, "You know, oh, it's this, it's this, it's this, it's this." Actually, the speaker doesn't want to hear excuses.

The speaker thinks the pot should be returned to its country of origin.

This very short kind of section here.

If I could shatter the glass, I would take you back myself pot." Let's have a discussion then.

What does that verb "shatter" suggest about the speaker's emotions? Why don't you pause the video, have a thing and press Play when you're ready to continue.

Some really interesting ideas there.

Well done if you said something about it really helps create this sense of anger.

To shatter is to break something into pieces.

It feels like a very aggressive act.

Perhaps it might also relate to how the speaker feels about the museum as a whole.

The speaker wants to break up the pieces of the collection and return them to where they belong to the people who made them, okay? Yes, I think it, this really for me is one of the words that made me think that the predominant tone in this poem is one of anger.

"Someone somewhere made you finger nails pressed." What do you think the significance of "finger nails" in this extract of the poem might be? Pause the video, discuss or have a think to yourself and press Play when you're ready to continue.

Lovely ideas there.

Some really great discussions.

So I really like the the ideas where people said that maybe this is really emphasising the handcrafted nature of the pot.

Someone's taken lots of time and care over its creation.

Potentially it might also call the image of fingerprints to mind.

And therefore, think of fingerprints.

They are our unique part of our identity.

And the creator's fingerprints or the creator's identity are all over the pot and they're essential in the creation of it.

All right, let's check our understanding.

True or false? The speaker wants to take the pot back to its home.

Is that true or false? Pause video, have a think and press Play when you're ready to continue.

Yes, that is true.

Well done if you said true.

Now let's justify that.

Is it A, the speaker wants to "shatter" the glass? Or is it B? The speaker wants to "remove" the glass? Pause the video, have a think and press Play when you're ready to continue.

Well done if you said A, the speaker wants to "shatter" the glass.

So we know the poem ends with empty pot.

Growl if you hear me pot? Pot? Aisha thinks that the repetition of pot shows the speaker's desperation at the pot's lack of response.

Laura thinks the repetition of pot suggests the pot has now responded to the speaker.

And the repetition shows them trying to clarify what pot's response is.

Your task is to discuss who's interpretation do you agree with the most and why.

So if you have a partner, you can do this verbal discussion with them.

If you're working by yourself, you can just think through this independently.

But definitely pause the video and give yourself time to do some kind of detailed thinking.

All right, pause the video over to you.

Press Play when you're ready to continue.

All right, welcome back.

Some lovely discussions there.

Let's have a look at Lucas's response and decide whether we agree with him or not.

So Lucas agreed with Aisha because I think there is an anger simmering in the poem through words to "shatter" and "growl".

There also seems to me to be a tone of frustration throughout the poem with the repetition of excuses as to how the pot ended up somewhere it doesn't belong.

Furthermore, I think describing the pot as empty suggests that it's lost its sentience and identity because of where it is and therefore it wouldn't respond.

Pause the video, have a think.

Do you agree with Lucas? Yes or no and why? All right, now time to move on to our final learning cycle in today's lesson.

And that's gonna be thinking about the context in which the poem 'pot' was written.

So "pot" we know is written by Shamshad Khan.

Khan is a poet who uses creative writing in order to empower and to inspire her work.

All usually explores themes such as human rights, identity, love, and power.

So I want you to discuss, can you connect the themes that we often see in Khan's poetry, human rights, love, identity, and power? Can you see them occurring in the poem 'pot'? How and where? Pause the video, have a discussion or think through independently and press Play when you are ready to continue.

Really well done.

Some of those might not have felt very obvious, but it was great to see you giving this a go.

So some things you might have said.

So for human rights you might think about how the pot was taken against its will.

For love, you might have thought about the connection between the creator and the pot.

Perhaps how it was handcrafted created with love.

For power, you might have said how neither the pot nor the speaker have the power to change the pot circumstances and return it home.

And for identity, you might have talked about how the speaker believes the pot has its own home and therefore its own identity.

Now let's consider how the pot may have come to the museum.

Objects can enter a museum's collection through excavation, through purchase, through donations, through commissions from individuals, through conflict and through colonial activity.

So items acquired through colonial activity.

Remember, this is where one power, one country might try and take power and control of another.

So items acquired through colonial activity, they're particularly contentious and lots of museums have faced calls to return the items to their countries of origin out of respect for the civilizations that created them.

So let's have a think then.

How do these quotations below suggest that pot? The pot could be considered to have been acquired through colonialism.

So you could have been an English pot, a looters deal done.

Remember looting is the act of stealing possessions.

And that often happens in war or during war or during riots.

And someone somewhere made you.

How do these quotations, how might we make links to this idea of colonialism and the pot being taken through, acquired through colonialism? All right, pause the video, have a think, discuss or think independently and press Play when you're ready to continue.

Really nice ideas there.

Let's think of some of things.

Let's have a look at some things you might have said then.

So we can see from that first quotation, the pot is definitely not English by origin.

A looters deal, well looting is a particular accusation that was levelled against colonists.

So you know, the fact that the speaker is questioning this suggests that they certainly think this might be possibly be the case.

And you know this, this kind of almost quite lovely phrase, "someone somewhere made you".

Well, it's the idea that the pot was crafted by someone and they, and it's missed by them.

So true or false? "Pot" can arguably be connected to ideas of colonialism.

Is that true or false? Pause the video have a think and press Play when you're ready to continue.

Yes, that is true.

Let's see how you might have justified that.

Is it A, the speaker suggests that pot could have been looted? Or is it B? The speaker says the pot was taken from somewhere in the British Empire? Pause the video, have a think.

Press Play when you're ready to continue.

Yes, well done if you said A, the speaker suggested the pot could have been looted.

All right, over to our final task of today's lesson.

So it could be argued that 'pot' expresses frustration that artefacts are taken from other cultures and housed in western museums. Why do you think the poem expresses frustration at this? I want you to include in your response to the following quotations from the text, explanations of how the quotations link to the text and consider the contextual information that we have discussed.

So you can do a short piece of writing answering this question.

Why do you think the poem expresses frustration at this? The idea that artefacts are taken from cultures and housed in western museums. Pause the video, have a go at this and press Play when you're ready to continue.

Welcome back.

Really great work on that.

It's really, I impressive to see you writing so confidently about a poem that you'd only read for the first time in today's lesson, right? What we're gonna do now is we're gonna compare our work to one of the Oak pupils.

In this case, Sophia's response.

And see whether she has met the success criteria that we laid out or if there's anything else she needs to add.

So let's have a look at what Sophia wrote then, shall we? "I think the poem expresses frustration because an object such as a pot reveals the identity of the person and culture who made it.

Khan details the love that went into the creation of the pot, which shows the emotional and personal connection the pot has to someone.

And now the pot is empty because it's far from home." Good effort from Sophia.

Let's see how it meets our success criteria.

Or does it use quotations? Yes it does, love and empty.

Does it have some clear explanations? Well, really nice here.

I love this idea of an object revealing the identity of the personal culture.

And it also shows the emotional and personal connection the pot has to someone.

Some nice ideas there.

Does it mention context? Well, no, it doesn't.

So that's what Sophia needs to add.

Let's see how Sophia's work improves when she uses context in her work.

So, "Furthermore, the implication that the pot was acquired through colonial activity suggests a sense of injustice and a power imbalance." What a great response from Sophia.

Okay, really, really well done.

This is, I think this is one of my favourite poems in the anthology.

So it's been an absolute pleasure to read through it with you today.

On the screen you can see a summary of what we have covered today in today's lesson.

Do pause the video, read through each of these carefully and make sure you feel really confident with each of these three bullet points before you move on to the next lesson.

Really well done for your work today.

I hope to see you in one of our lessons in future soon within this unit.

And thank you very much for joining me.

All right, have a great day.

Thank you, goodbye.