to take apart/ to destroy the integrity of something

a significant difference between two things

biased or misleading information used to influence public opinion

to unjustifiably or wrongfully represent something as admirable

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

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'

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

Analysing model answers on poetry from 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

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

Depiction or discussion of violence or suffering

When was 'Dulce et Decorum Est' published? 

it is noble and right to give one’s life

it is neither sweet nor suitable to suffer for one’s country

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

there is no glory in death – even less in war

he who dies for his country shall be rewarded

What does the phrase “Dulce et decorum est pro patria mori” translate to? 

How are the soldiers feeling in stanza 1 of ‘Dulce et Decorum Est’? 

Complete the quotation from stanza 2 of ‘Dulce et Decorum Est’: “But someone still was yelling out and stumbling/ And flound’ring like a man in fire or ..."


He feels optimistic about the outcome of the war.

He feels angry about the propaganda glorifying war.

He feels angry that he has been forced to go to war.

He feels sad at the immense waste of young lives.

He feels homesick and misses his children at home.

How does Owen feel at the end of 'Dulce et Decorum Est' when he writes “My friend, you would not tell with such high zest/ To children ardent for some desperate glory,/ The old Lie..”?


to illustrate the thrilling reality of war and how much of an adventure it is

to dismantle the belief that war is noble and glorious

to portray the true, bleak reality of war 

to document his experiences at war for his family 

to portray soldiers as brave so that people appreciate their sacrifice

Why did Owen write ‘Dulce et Decorum Est’?

accurate information that is published in newspapers 

reliable information that is spread by the Government

biased information that is spread to influence public opinion

public opinion that is spread to the Government

lies that are spread by other countries to mislead them in war

the person whose perspective the poem is written from 

What language method is used in the following quotation from ‘Dulce et Decorum Est’: “Bent double, like old beggars under sacks”?

A {{ }} is another name for a verse in a poem.

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

Lesson outcome

Content guidance