emotional attachment or value often associated with memories.

having an unclear meaning or one that has multiple interpretations.

intimate friendship devoid of romantic or sexual involvement.

beliefs governing right and wrong conduct, guiding ethical decisions and actions.

sharing similar qualities, interests, or origins.

Understanding the poem ‘Letters from Yorkshire’ by Maura Dooley

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

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

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

belief in something without proof, often associated with religion 

beliefs governing right and wrong conduct, guiding ethical decisions and actions

confidential information kept hidden or undisclosed

stimulus sparking creativity, motivation, or profound emotions

convincing someone to adopt a belief through reasoning or manipulation

intimate friendship without romantic or sexual involvement

often involving passion, intimacy, and emotional connection

characterised by blood ties, kinship, or close emotional bonds

Match each relationship type to the correct definition.

She is being ironic when she says that it's "not" a romantic relationship.

The second half of the line implies the speaker hopes the situation will change

The phrasing sounds like a sound-bite, as if she may be repeating his words.

The line mentions "romance" which is love associated with passion and intimacy.

"Simply" reveals the speaker is willing to rise to challenge of wooing this man.

How does line 5 from 'Letters from Yorkshire' imply that the speaker may have unrequited romantic feelings for the man from Yorkshire?

Which of these key ideas would you not associate with 'Letters from Yorkshire'?

Many have argued that 'Letters from Yorkshire' is about platonic friends whereas others have argued there is a familial connection, suggesting that Dooley based the male character on her...

In 'Letters from Yorkshire' Dooley seems to depict an ambiguous relationship which could be __________, romantic or familial.

feeling of discontent or resentment aroused by another's possessions

lack of interest, enthusiasm, or concern towards something

showing compassion or understanding towards another's emotions or situation

understanding and sharing another's feelings, perspectives, and experiences

emotional longing for past experiences or moments, accompanied by fond memories

If the meaning of something is uncertain and it is open to multiple interpretations, we could describe it as...

Words such as 'perhaps', 'possibly', 'may', 'suggests', that offer a response rather than stating it as a concrete fact are examples of __________ language.

relating to countryside areas, villages or farming communities

relating to cities or densely populated areas; modern and diverse

channels of communication, such as newspapers, TV, and the internet

relating to farming or cultivation of crops/livestock for food

embodying purity, goodness, and moral integrity

deep longing or intense desire for something

Match up each of these words to the correct meaning.

repeating words at the beginning of successive clauses or phrases for emphasis

series of items in a sentence without conjunctions, creating a sense of urgency 

attribution of human characteristics to non-human entities, animals, or objects

signifying ideas, emotions or concepts through concrete objects or actions

repetition of hissing "s" or "sh" sounds in speech or writing for effect

Analysis should be led by __________ and supported by evidence from the text.

Understanding the poem ‘Letters from Yorkshire’ by Maura Dooley

Lesson outcome