the state or fact of lasting only for a short time

a large quantity or more than enough of something

a sentimental longing or affection for the past, often idealised

a statement or argument that is developed and supported in an essay, often in response to a question

words that connect clauses, sentences, or words, like "and," "but," "or," and "because"

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

Analysing ideas of youth and nostalgia in Heaney’s ‘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

Which comparative conjunction would you use to show similarities between ideas?

Which word from the poem 'Blackberry Picking' reflects the inevitable decay of youth?

It highlights the structured nature of memory.

It reinforces the fleeting nature of childhood and memory.

Arguably, what is the function of the irregular rhyme scheme in the poem 'Blackberry Picking'?

Blake blames external forces, while Heaney sees it as natural.

Heaney focuses on societal structures, while Blake emphasises natural decay.

Blake views innocence as permanent, while Heaney sees it as temporary.

Heaney’s loss is sudden, while Blake’s is gradual.

What is the main difference in how Blake and Heaney depict the loss of innocence in the poems 'Blackberry Picking' and 'The Schoolboy'.

It allows the speaker to reflect nostalgically on childhood.

It provides a detached, objective view of the school system.

It creates a direct expression of youthful frustration with education.

It evokes a sense of loss through memory.

Which of the following best explains why Blake’s first person voice is important in 'The Schoolboy'?

It allows the reader to feel the speaker’s current sense of loss.

It makes the joy of childhood seem eternal.

It focuses on the innocence of the child.

How does the use of first person perspective in 'Blackberry Picking' contribute to its theme of nostalgia?

The conflict between youth and adulthood.

Which theme is most prevalent in both 'The Schoolboy' and 'Blackberry Picking'?

Is the statement true of false? Both Seamus Heaney and William Blake can be considered Romantic poets.

a continuous thought extending past one line

a direct comparison without "like" or "as"

objects or ideas representing something deeper

Match the poetic technique to its correct definition.

Which of the following best describes the speaker in 'The Schoolboy'?

One speaker is nostalgic about nature, while the other is critical of it.

One speaker is an adult looking back, while the other is a child in the moment.

One speaker is focused on the joy of school, while the other is about rebellion.

One speaker is indifferent to the passage of time, while the other is emotional.

What is the main difference between the speakers in 'The Schoolboy' and 'Blackberry Picking'?

Is the statement true or false? In both 'The Schoolboy' and 'Blackberry Picking', nature plays a central role in shaping the speaker’s feelings about life and growth.

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

Lesson outcome