This document has been designed to help students gain a meaningful understanding of Hardy’s “A Sheep Fair”. This document features detailed questions that prompt critical engagement with the poem, while focusing on the effects of poetic devices. There is also a brief bit of background information on the poem to assist with understanding. I have used this worksheet for homework and classwork, and it has worked well with students using it individually, in pairs and as a group task.

This document has been designed to help students gain a meaningful understanding of Hardy’s “An August Midnight”. This document features detailed questions that prompts critical engagement with the poem, while focusing on the effects of poetic devices. There is also a brief bit of background information on the poem to assist with understanding. I have used this worksheet for homework and classwork, and it has worked well with students using it individually, in pairs and as a group task.

This document has been designed to help students gain a meaningful understanding of Heaney’s “An Advancement of Learning”. This document features detailed questions that prompts critical engagement with the poem, while focusing on the effects of poetic devices. There is also a brief bit of background information on the poem to assist with understanding. I have used this worksheet for homework and classwork, and it has worked well with students using it individually, in pairs and as a group task.

This detailed 15 slide PowerPoint has been developed to assist teachers in delivering a detailed analysis of Farjeon’s “Easter Monday” to Literature students. This poem features in the CCEA GCSE Conflict Poetry Anthology. There are detailed questions that prompt critical stanza-by-stanza analysis from pupils. Each set of questions enables pupils to focus on identifying and analysing poetic methods (AO2) and strengthening their understanding of the poem. There are detailed and focused analyses of each stanza, focusing on poetic methods (AO2) to supplement the initial notes taken by students. Also included in this document: -Context on Eleanor Farjeon (AO3) -Pre-reading tasks -Initial reading questions -Possible thematic connections to other poems in the Conflict Anthology

This detailed 16 slide PowerPoint has been developed to assist teachers in delivering a detailed analysis of Yeats’ “An Irish Airman Foresees His Death” to Literature students. This poem features in the CCEA GCSE Conflict Poetry Anthology. There are detailed questions that prompt critical stanza-by-stanza analysis from pupils. Each set of questions enables pupils to focus on identifying and analysing poetic methods (AO2) and strengthening their understanding of the poem. There are detailed and focused analyses of each stanza, focusing on poetic methods (AO2) to supplement the initial notes taken by students. Also included in this document: -Context on William Butler Yeats (AO3) -Pre-reading tasks -Initial reading questions -Possible thematic connections to other poems in the Conflict Anthology

This workbook acts as an engaging and accessible entry for KS3 pupils into a study of poetry. It includes the following sections: 1. Introduction to Poetry- exploring what poetry is, what others have said about poetry and a study of "An Introduction to Poetry" by Billy Collins. 2. Researching the definition and examples of poetic devices. 3. Understanding and using personification. 4. Introduction to War Poetry- understanding the context of WWI, understanding and analysing imagery in 'Dulce et Decorum est" and "Who's for the Game?". 5. Poetic Form: the Haiku: examples of Haiku, Haiku guessing game and crafting Haiku. 6. Poems and Songs- understanding the similarities and differences between poems and songs, analysing songs as poems.

This worksheet acts as an accompaniment for a study of metaphors and similes. Pupils must determine whether the provided examples are metaphors or similes, while providing a brief analysis of the figurative language. I have used this with both 1st Years and lower ability pupils.

This lesson focuses on giving pupils an insight into the conditions of World War 1 and how propaganda was used to persuade young men to join the army. Pupils are provided a worksheet and, in groups, they conduct a multi-modal analysis of the propaganda posters, focusing on purpose, audience, layout and language. This activity has been used successfully in both KS3 English and History classes.

This document has been developed to assist students in their revision of “An Inspector Calls”. For each of the main characters, there is a list of 10 Key Quotes that deal with a variety of themes, reveal characterisation and can assist with exam practice. A blank copy is also included for pupils / teachers to create their own Top 10 Key Quotes.

This resource has been designed to assist pupils in their study of CCEA’s GCSE Conflict Poetry Anthology. The document is split into 16 themes and provides questions to help students generate thematic arguments to assist them in their theme-based exam question. The relevant poems to that theme are also documented beside the questions for convenient comparison and reference. As this document aims to help consolidate a thematic understanding of each poem, it is is best used after the the initial study and analysis of each poem. Although this has been designed with the CCEA Specification in mind, it can be similarly used/easily adapted for other specifications that feature Conflict Poetry. Themes covered: Attitude to Conflict, Death, Doubt, Duty, Fear, Futility of Conflict, Impact of Conflict, Inner Conflict, Loss of loved ones, Memory, Motivation/Reasons for Conflict, Non-Combatants in Conflict, Remembrance, Survival, Treatment of the Dead, Understanding the Enemy. Poems: The Charge of the Light Brigade (Alfred, Lord Tennyson) Vitai Lampada (Henry Newbolt) The Man He Killed (Thomas Hardy) Who’s for the Game? (Jessie Pope) Easter Monday (In Memoriam E.T.)(1917) (Eleanor Farjeon) Anthem for Doomed Youth (Wilfred Owen) An Irish Airman Foresees his Death (W B Yeats) What lips my lips have kissed, and where, and why (Sonnet XLIII) (Edna St. Vincent Millay) Vergissmeinnicht (Keith Douglas) Bayonet Charge (Ted Hughes) Requiem for the Croppies (Seamus Heaney) Mametz Wood (Owen Sheers) Last Post (Carol Ann Duffy) Poppies (Jane Weir) Out of the Blue (Simon Armitage)

These resources have been developed to assist pupils in their study of 19th Century Unseen Prose for CCEA’s GCSE English Literature Specification. The first document is a helpful summary that details the different aspects of the text that should be considered by students. There is also a blank version of this if pupils wish to make hand-written notes in the relevant sections. The remaining documents include a series of questions to help students unpack and analyse the different aspects of an Unseen Prose text. They have been developed to be helpful and comprehensive, but not overbearing. There are a few versions of this: A sheet with the questions. An A4 sheet with the questions and an accompanying table in which to type/write notes. An A3 sheet with the questions and an accompanying table in which to type/write notes. This is to give a bit more space for students to provide more detail. They can be also be used for work on short stories. Each document is in Word form for editing and PDF form for easier printing. Any comments/feedback would be appreciated.

This booklet has been designed to assist students in their revision of the Conflict Poetry Anthology for CCEA’s GCSE English Literature Specification and help organise their notes. Each poem has been designated a page, split into its relevant themes and there is space for students to document thematic ideas about the poems, while providing quotes that illustrate those ideas. These have been used to compliment the annotations that students have already made in class and help them organise their notes. There is a Word Document if pupils wish to type notes, or a PDF version for easier printing and hand-written notes.