to note the similarities and/or dissimilarities between two or more things

the circumstances in which a text was produced

a writer’s point of view or attitude towards something

stirring one’s emotions - being emotionally-memorable

Analysing model answers on poetry from the Eduqas anthology

English

Exploring the Eduqas poetry anthology

Understanding ideas of patriotism and optimism in Brooke's 'The Soldier'

Analysing Brooke's presentation of England and patriotism in 'The Soldier'

Considering the context of Sheers' 'Mametz Wood' and the futility of war

Analysing how Sheers presents the brutality and legacy of war in 'Mametz Wood'

Understanding how Armitage presents the effects of war in 'The Manhunt'

Analysing how Armitage presents the effects of war in 'The Manhunt'

Developing interpretations of ‘The Manhunt’ with Simon Armitage

Understanding how Hardy presents the consequences of war in 'A Wife in London'

Analysing Hardy's presentation of the consequences of war in 'A Wife in London'

Understanding the realities of war in Owen's 'Dulce et Decorum Est'

Analysing how Owen presents the realities of war in 'Dulce et Decorum Est'

Understanding the connections between Romanticism and Shelley's 'Ozymandias'

Analysing the concept of power in Shelley's 'Ozymandias'

Understanding ideas of power and corruption in Blake's 'London'

Analysing ideas of power and conflict in Blake's 'London'

Critical attitudes to powerful institutions in 'London' and 'Ozymandias'

Understanding ideas of community and resilience in Dharker's 'Living Space'

Analysing ideas of community and faith in Dharker's 'Living Space'

Understanding how Hughes presents the power of nature in 'Hawk Roosting'

Analysing how Hughes presents the power of nature in 'Hawk Roosting'

Understanding the presentation of love in Browning's 'Sonnet 43'

Analysing how Browning presents love in 'Sonnet 43'

Understanding how the woman is presented in Byron's 'She Walks in Beauty'

Analysing how Byron presents the woman in 'She Walks in Beauty'

Understanding ideas of time, family, and pessimism in Larkin's 'Afternoons'

Analysing ideas of time and loss of innocence in Larkin's 'Afternoons'

Understanding 'Cozy Apologia' by Rita Dove

Analysing 'Cozy Apologia' by Rita Dove

Understanding 'Valentine' by Carol Ann Duffy

Analysing 'Valentine' by Carol Ann Duffy

Comparing how poets explore the experience of war in the Eduqas anthology

Comparing how poets explore relationships in the Eduqas anthology

Planning a written response on poetry from the Eduqas anthology

Writing excellent comparative essays on poetry from the Eduqas anthology

In 'Poetry anthology', pupils compared the language, form and structure of a variety of poems. In 'Poetry anthology continued', pupils work on making more nuanced comparisons between poems.

In 'A World at War: Poetry', pupils explore how poets presents the atrocities of World War One through their poetry. In 'Poetry anthology', pupils analyse how a variety of different wars have been presented through poetry.

In this unit, pupis explore 14 of the 18 poems from the Eduqas poetry anthology. Pupils complete two lessons about each poem: one on understanding and one on analysis.  Pupils study the poems in a thematically linked order so they can complete comparative and thematic lessons during the unit.

Poetry anthology: first study

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

Depiction or discussion of violence or fighting, including threats of violence or the aftermath of violence.

Which of the following is an example of a comparative connective?

Which of the following poems from the Eduqas anthology might you compare Barrett Browning's 'Sonnet 43' to?

Which of the following poems from the Eduqas anthology might you compare Wordsworth's 'The Prelude' to?

{{ }} is the circumstances in which a text was produced.

you should teach your reader something new about the writer  

context should form the majority of your response

specificity is important when including context

context should be included at the end of each paragraph

Which of the following statements about context is true?

The 38th Division was comprised of soldiers from Wales.

Most of the 38th division were ill-equipped and poorly-trained young men.

In 2014, Sheers presented a one-hour BBC documentary.

If you were discussing the poem 'Mametz Wood', which contextual information would not be relevant?

to come up with alternative perspectives so that you have more than one

to note the similarities or differences between two or more things

Which of the following poets wrote poems about war that feature in the Eduqas poetry anthology?

What is the name of Rupert Brooke's war poem that features in the Eduqas anthology?

'it is harrowing and disappointing to die for one's country'

'it is cowardly and despicable to shun one's national duty'

'it is sweet and fitting to die for one's country'

Which of the following is the correct translation for the phrase@ "Dulce et decorum est pro patria mori"?

"If I should die, think only this of me:"

"And think, this heart, all evil shed away,"

"Bent double, like old beggars under sacks,"

"If in some smothering dreams, you too could pace"

Which of the following is the opening line to Rupert Brooke's 'The Soldier'?

Complete the quotation from Wilfred Owen's 'Dulce et Decorum Est': "He plunges at me, guttering, choking, {{}} ."

Analysing model answers on poetry from the Eduqas anthology

Lesson outcome

Content guidance