supremely excellent, like God (or the work of God)

asked for effect or to provoke thought, not requiring an answer

relating to the senses, especially pleasure derived from physical gratification or aesthetic experiences

symbols or representations evoking spiritual themes

poetic rhythm with stressed syllables followed by unstressed syllables, like ‘footsteps’ or ‘poetry'

Analysing the poem 'Love's Philosophy' by Percy Bysshe Shelley

English

Understanding 'Winter Swans' by Owen Sheers

Analysing 'Winter Swans' by Owen Sheers

Understanding the poem ‘Neutral Tones’ by Thomas Hardy

Analysing the poem ‘Neutral Tones’ by Thomas Hardy

Understanding the poem 'When We Two Parted' by Lord Byron

Analysing the poem  ‘When We Two Parted’ by Lord Byron

Identifying how poets convey heartbreak in natural settings

Analysing how poets convey heartbreak in natural settings

Understanding the poem ‘Sonnet 29’ by Elizabeth Barrett Browning

Analysing the poem 'Sonnet 29' by Elizabeth Barrett Browning

Understanding the poem ‘Love’s Philosophy’ by Percy Bysshe Shelley

Understanding the poem ‘Letters from Yorkshire’ by Maura Dooley

Analysing the poem ‘Letters from Yorkshire’ by Maura Dooley

Identifying how poets reflect desire in natural settings

Analysing how poets reflect desire in natural settings

Understanding the poem ‘Eden Rock’ by Charles Causley

Analysing the poem 'Eden Rock' by Charles Causley

Understanding the poem 'Climbing My Grandfather' by Andrew Waterhouse

Analysing the poem 'Climbing My Grandfather' by Andrew Waterhouse

Understanding the poem 'Before You Were Mine' by Carol Ann Duffy

Analysing the poem 'Before You Were Mine' by Carol Ann Duffy

Identifying how poets reminisce and remember loved ones

Analysing how poets reminisce and remember loved ones

Understanding the poem ‘Mother, any distance’ by Simon Armitage

Analysing the poem 'Mother, any distance' by Simon Armitage

Developing interpretations of ‘Mother, any distance’ with Simon Armitage

Understanding the poem ‘Walking Away’ by Cecil Day-Lewis

Analysing the poem ‘Walking Away’ by Cecil Day-Lewis

Understanding the poem 'Follower' by Seamus Heaney

Analysing the poem 'Follower' by Seamus Heaney

Identifying how poets present relationships that change over time

Analysing how poets present relationships that change over time

In 'AQA Love and Relationships Poetry', pupils compared the language, form and structure of a variety of poems connected by the themes of love and relationships. In 'AQA Love and Relationships Poetry continued', pupils work on making more nuanced comparisons between poems.

In 'Single Poet Study: Maya Angelou', pupils explore how Angelou uses her poetry to present strong relationships to people and place. In 'AQA Love and Relationships Poetry', pupils analyse how a variety of different relationships have been presented across time.

In this unit, pupis explore 12 of the 15 poems from the 'Love and Relationships' anthology. Pupils complete two lessons about each poem: one on understanding and one on analysis. Pupils study the poems in four groups, and they pause after each group to compare how those poems present common themes.

Poetry anthology: first study

Depiction or discussion of sex or sexual body parts, including sex education.

Depiction or discussion of sexual content

an intense longing or yearning for someone or something

something that attracts your attention away from something important

It has been said that ‘Love’s Philosophy’ is not simply a love poem, or a poem about love, but rather it is also a {{}} text.

In ‘Love’s Philosophy’, Shelley uses persuasive language in three important ways: semantic field of pairs/couples, religious and natural imagery, and...

jealousy that the listener has another lover.

frustration that their feelings are not returned.

sadness that they will never see their lover again.

longing for their absent lover to return to them.

shame because they know they shouldn't be pursuing this particular person.

In ‘Love’s Philosophy’ the speaker has two emotional reactions to the listener: passionate desire and...

alliteration, accompanied by anaphora in the last stanza

an extended metaphor, contrasted with the upbeat rhythm

rhetorical questions, emphasised by the trochaic meter

symbolism, accompanied by sibilant sounds

exclaatory sentences, contrasted with subtle references to timidity

In ‘Love’s Philosophy’, Shelley uses form and structure in three important ways: organisation of stanzas, an ABABCDCD rhyme scheme, and...

led by identification of writer's methods

Effective supporting detail should be accurate, precise and...

when a story or poem is a reworking of a story from the Bible

 symbols or representations evoking spiritual themes

when a poem has the same rhyming structure as a prayer

when the speaker in a text speaks directly to God

subtle commentary or criticisms of societal beliefs

objective and detached description devoid of emotional expression

focus on abstract concepts and emotional experiences

common themes include love, nature and the supernatural

Which of the following do we **not** associate with Romantic poetry?

Nature's elements unite in love, as should souls.

Fantasies of absent lovers often obscure reality.

Heartbreak is like grieving after the death of a loved one.

An illicit affair must also be mourned in secret.

Which of these sentences best sums up the key message of 'Love's Philosophy' by Percy Shelley?

related to or proceeding directly from God

a strong feeling of wanting to have or do something

a feeling of contempt or scorn for someone or something regarded as unworthy

to put off or delay an action to a later time

to diminish the worth or value of something; reduce or take away from

Which of these words means 'an idea or notion that is conceptual or theoretical rather than concrete or tangible'?

Analysing the poem 'Love's Philosophy' by Percy Bysshe Shelley

Lesson outcome

Content guidance