a comparison using "like" or "as" to show similarities between two things

descriptive language that creates vivid mental pictures

bringing strong images, memories, or feelings to mind

a brief reference to a person, place, event, or text, relying on the reader’s knowledge to add meaning

language that appeals to the five senses (sight, sound, taste, touch, smell)

Analysing ideas of youth and nostalgia in Heaney’s ‘Blackberry Picking’

English

Exploring and responding to the Eduqas poetry anthology

Understanding ideas of war and isolation in Owen's ‘Disabled’

Analysing ideas of war and isolation in Owen's ‘Disabled’

Understanding the Poem 'Kamikaze'

Analysing the Poem 'Kamikaze'

Comparing ideas of identity and isolation in ‘Disabled and ‘Kamikaze’

Understanding the poem 'Remains'

Analysing the Poem 'Remains'

Developing interpretations of ‘Remains’ with Simon Armitage

Understanding ideas of war in Hardy’s ‘Drummer Hodge’

Analysing ideas of war and inevitability in Hardy’s ‘Drummer Hodge’

Comparing ideas of war in Hardy’s ‘Drummer Hodge’ and Armitage’s ‘Remains’

Understanding the poem ‘Sonnet 29’ by Elizabeth Barrett Browning

Analysing the poem 'Sonnet 29' by Elizabeth Barrett Browning

Understanding the poem 'Cousin Kate' by Christina Rossetti

Analysing the poem 'Cousin Kate' by Christina Rossetti

Understanding ideas of love and obsession in Kay's 'Dusting the Phone'

Analysing ideas of uncertainty and intensity in Kay's 'Dusting the Phone'

Comparing ideas of love in ‘Sonnet 29’, ‘Cousin Kate’ and ‘Dusting the Phone’

Understanding ideas of youth and nature in Blake’s ‘The Schoolboy’

Analysing ideas of youth and nature in Blake’s ‘The Schoolboy’

Understanding ideas of youth and nostalgia in Heaney’s ‘Blackberry Picking’

Comparing ideas of youth and nature in ‘The Schoolboy’ and ‘Blackberry Picking’

Understanding the poem 'Catrin' by Gillian Clarke

Analysing the poem 'Catrin' by Gillian Clarke

Understanding ideas of love and relationships in Ewing’s ‘Origin Story’

Analysing ideas of love and relationships in Ewing’s ‘Origin Story’

Comparing ideas of love and identity in ‘Catrin’ and  ‘Origin Story’

Analysing extended responses to the Eduqas poetry anthology

Planning a written response on the Eduqas poetry anthology

Writing a written response on the Eduqas poetry anthology

Reviewing a written response on the Eduqas poetry anthology

In 'AQA Power and Conflict Poetry', pupils compared the language, form and structure of a variety of poems connected by the themes of power and conflict. In 'AQA Power and Conflict Poetry 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 'AQA Power and Conflict Poetry', pupils analyse how a variety of different wars have been presented through poetry.

In this unit, pupis explore 11 of the 15 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

Is the statement true or false? 'Blackberry Picking' is solely about the simple joys of picking blackberries.

the richness and intensity of the blackberries

In the poem 'Blackberry Picking', the word “thickened” in the poem refers to...

It refers to the author’s childhood hero.

It highlights the sweetness of the berries.

It suggests that blackberries are poisonous.

In the poem 'Blackberry Picking', how does the reference to “Bluebeard” contribute to the poem’s meaning?

What word beginning with 'a' can be used to describe the reference to "Bluebeard" in the poem 'Blackberry Picking'?

make the poem sound more structured and rigid

highlight individual words by isolating them

emphasise abrupt pauses and breaks in thought

create a sense of continuous movement and flow

The use of enjambment in the poem primarily serves to:

It creates a sense of excitement and anticipation.

It highlights the speaker’s realisation that youth and memories are temporary.

It disrupts the flow of the poem, making it more difficult to read.

It removes any sense of certainty from the statement.

In the poem 'Blackberry Picking', the final line contains a caesura before "knew". What effect does this pause create?

What artistic and intellectual movement is Heaney's work aligned with?

A fictional character created by Seamus Heaney.

A version of Seamus Heaney himself as a child.

A character representing the harshness of industrial life.

A generalised figure with no personal identity.

'Blackberry Picking' can be considered autobiographical which means the speaker of the poem is who?

The joy of harvesting fruit in a carefree childhood.

The fleeting nature of time and the inevitability of loss.

The lasting sweetness of childhood memories.

Which statement best summarises the theme of 'Blackberry Picking'?

The poem emphasises a rejection of nature in favour of societal norms.

The use of powerful natural imagery reflects sublime nature.

The poem celebrates a purely rational and scientific view of nature.

The emotive language focuses on objectivity and detachment from experience.

How does the poem ‘Blackberry Picking’ align with the conventions of neo-Romanticism?

Is the statement true or false? The poem 'Blackberry Picking' ends with a rhyming couplet.

Which word best describes the feeling created by Heaney in his poem 'Blackberry Picking'?

Analysing ideas of youth and nostalgia in Heaney’s ‘Blackberry Picking’

Lesson outcome