Year 10 Revision Schedule Guide
2012
English Literature
Unit 2 Poetry Across Time
All you need to do to work towards top
marks!
Exam date: Thursday 24th May
English Literature GCSE 2010- onwards
UNIT 2 Poetry across Time
What will I study?
15 poems from the anthology ‘Moon on the Tides’ based on a cluster of poems linked under
the heading ‘Relationships’
What skills are being assessed?
AO1: Respond to texts critically and imaginatively; select and evaluate relevant
textual detail to illustrate and support interpretations.
AO2: Explain how language, structure and form contribute to writers’ presentation of
ideas, themes and settings.
AO3: Make comparisons and explain links between texts, evaluating writers’ different
ways of expressing meaning and achieving effects.
How will you be assessed?
Examination: 1 hour 15 minutes
Section A:
There will be 1 question on 2 poems you have studied from your cluster in the Anthology
 You will need to compare the poems
 You will have 45 minutes for this question
 Worth 36 marks
You will be expected to answer a question about one of the poems (named), and then
compare it with another poem from the cluster (unnamed).
Section B
 There will be 1 or 2 questions on an unseen poem
 You will have 30 minutes for this question
 Worth 18 marks
You will be based on an unseen poem, on which candidates will be asked to answer
either one or two questions in this section
Unit 2 English Literature Poetry Across Tine
Section A
1) Re read and revise all the poems that we have studied in the cluster
‘Relationships’
You can do this by writing a summary of each poem and picking out examples of
language/poetic techniques/structure/form and imagery that help you
imagine/understand/ think about the main themes/ideas in the poem.
2) Then try grouping the poems into pairs that you could compare and contrast
similarities and differences between them-Use the connection that you have
from lessons to collect and collate examples of language/poetic
techniques/structure/form and imagery from the two poems in your linked pair
poems
Making Your Own Revision Cards
3) To help you practice planning for making connections between the poems for
your essay try making a chart like the one below
Similarities
Content
Themes
Voice
Setting
Structure and Form
Language
Imagery
Attitude
My personal responseWhat I think the poem is
about/ like dislike/ what I
think is
effective/memorable etc
Differences
4) CGP Study guide: GCSE AQA Anthology: poetry cluster – relationships
Read pages 54 to 7 thoroughly
.Read sample question 2 then practice planning and answering the
question yourself.
You could use the markscheme on page 58 to assess yourself.
English Literature Unit 2 section A comparing poems
Planning
However you decide to plan- It is vital you organise your thinking and ideas before
you start your response.
Introduction This needs to relate to the key word in a question and contain an overview of the
main ideas and themes of the named poem and your choice of comparison poem.
Language: Find at least two examples of language and or poetic techniques from the poems that
the poets have used to convey their ideas and themes relating to the key words in the question
Explain/explore how they are similar or different- eg what the words made you think feel
imagine understand about an idea feeling or theme.
Form/structure: Find at least one or two examples to directly compare in the poems about either
form (sonnet etc) stanza length/rhyme scheme etc . Relate your examples to the key word in
the question.
Explain/explore how they are similar or different- eg Why did you think the poet used this
form/ or rhyme scheme or enjambment or different length stanzas – How did the poet’s
decision to use this form or structure help you to understand /make think feel imagine
understand about an idea feeling or theme.
Wider issues: Feelings attitudes and ideas Consider the reasons why you think the poets
wrote the poems (Feelings attitudes and ideas) – Are there messages that people can learn
from reading each of the two poems? Did it help you in any way to understand or think about
something in a more detailed way- if so explain what/ how/ why it made you think or feel this.
Summary ….Both these poems…
Compare an overall view of a similarity or difference between these poems relating to the key word
in the question. Does one poem have an overall positive or negative tone? Did comparing the two
poems help you to compare different ways of looking at an aspect of a relationship? Remember to
explain how or why.
Question-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Circle the key word
Language
Comparison
Introduction
Poem 2
Poem 1
Comparison
Comparison in relation to key theme of question
Idea 1……..
similarly/whereas
Compariso
n
Idea 2…… similarly/whereas
Compariso
…….
n
……
Poem 1(Named in question)
-----------------------------------------------Poem 2 (Your choice relating to question key word(S)/
theme)
------------------------------------------------------Summary
Structure and form
Overall similarity difference
Poem 1
Your own personal response to each poem
Poem 2
relating to theme of the question (key word(s))
Compariso
Idea
1…….. similarly/whereas ………….
n
Wider issues- Feelings
attitudes and ideas
Idea 2…… similarly/whereas
Poem 1
Poem 2
Idea 1……..
similarly/whereas ………….
Compariso
Idea 2…… similarly/whereas
n
…………
Compariso
n
…………
Compariso
n
Mock questions
Foundation Tier
(1) Compare how a relationship is presented in The Manhunt and one other poem from
‘Relationships’.
Remember to compare:
what the relationships in the poems are
how the relationships are presented
(2) Compare how poets present strong emotions in Quickdraw and one other poem from
‘Relationships’.
Remember to compare:
what strong emotions are presented in the poems
how the emotions are presented
(3) Different people prefer different poems. Write about whether you enjoyed The
Farmer’s Bride and compare it to one other poem from ‘Relationships’ which you ether like
or dislike. Remember to comment on how the poems are written
Remember to compare:
what you enjoyed or didn’t enjoy about each of the poems
Aspect of how the poems are written that you enjoyed or disliked
(4) Compare the ways parents are presented in Praise Song for my Mother and one other
poem from ‘Relationships’
Remember to compare:
What the parental relationship is in each of the poems
the ways parents are presented in each of the poems
(5) Compare the ways relationships are presented in Quickdraw and one other poem
from ‘Relationships’.
Remember to compare
the aspects of the relationships in the poems
the ways the relationships are presented
(6) Compare how feelings towards another person are presented in In Paris with You and one
other poem from Relationships.
Remember to compare:
what the feelings in the poems are
!how the feelings are presented
(7) Compare how family relationships are shown in Nettles and one other poem from
Relationships.
Remember to compare:
what the relationships in the poems are
how the relationships are presented
June 2011
(8) Compare the ways the poets present relationships in ‘Brothers’ and one other poem from
Relationships.
Remember to compare:
what the relationships in the poems are like
the ways in which poets write about these relationships
(9) People can sometimes be hurt or damaged in relationships. Compare how poets show a
person being hurt or damaged in ‘The Farmer’s Bride’ and one other poem from Relationships
Remember to compare:
the ways people have been hurt or damaged in the poems
how the poets show this hurt or damage by the way they write
Mock Questions
Higher Tier
(1) Compare how a relationship is presented in The Manhunt and one other poem from
‘Relationships’.
(2) Compare how poets present strong emotions in Quickdraw and one other poem from
‘Relationships’.
(3) Different people prefer different poems. Write about whether you enjoyed The
Farmer’s Bride and compare it to one other poem from ‘Relationships’ which you ether like
or dislike. Remember to comment on how the poems are written
(4) Compare the ways parents are presented in Praise Song for my Mother and one other
poem from ‘Relationships’
(5) Compare the ways relationships are presented in Quickdraw and one other poem from
‘Relationships’.
(6) Compare how feelings towards another person are presented in In Paris with You and one
other poem from Relationships.
(7) Compare how family relationships are shown in Nettles and one other poem from
Relationships.
(8) Compare how feelings towards another person are presented in Hour and one
other poem from .Relationships..
June 2012
(9) Compare how poets use language to present feelings in ‘The Manhunt’ and one
other poem from Relationships
(10) Compare the ways poets portray emotions in ‘Nettles’ and one other poem from
Relationships.
Section A Template Poetry Across Time HIGHER TIER
Mark Band 6
31-36 marks
Mark Band 5
25-30 marks
Mark Band 4
18-24 marks
Mark Band 3
12-17 marks
Mark Band 2
6-11 marks
Mark Band 1
1-5 marks
In response to the task, candidates demonstrate:
insightful exploratory response to text
close analysis of detail to support interpretation
evaluation of writers’ uses of language and/or structure and/or form and effects on
readers
convincing/imaginative interpretation of ideas/themes
evaluative comparison of ideas and/or meanings and/or techniques
evaluative selection of a range of telling detail integrated into comparison
Information is presented clearly and accurately. Writing is fluent and focused. Syntax
and spelling are used with a high degree of accuracy.
In response to the task, candidates demonstrate:
exploratory response to texts
analytical use of detail to support interpretation
analysis of writers’ uses of language and/or structure and/or form and effects on readers
exploration of ideas/themes
analytical comparison of ideas and/or meanings and/or techniques
selection of a range of telling details as the basis for comparison
Structure and style are used effectively to render meaning clear. Syntax and spelling are
used with a high degree of accuracy.
In response to the task, candidates demonstrate:
considered/qualified response to text
details linked to interpretation
appreciation/consideration of writers’ uses of language and/or structure and/or form and
effects on readers
thoughtful consideration of ideas/themes
developed comparison of ideas and/or meanings and/or techniques
thoughtful selection and consideration of material for comparison
Information is presented in a way which assists with communication of meaning. Syntax
and spelling are generally accurate.
In response to the task, candidates demonstrate:
sustained response to elements of text
effective use of details to support interpretation
explanation of effect(s) of writers’ uses of language and/or structure and/or form and
effects on readers
appropriate comment on ideas/themes
sustained focus on similarities/differences in ideas and/or meanings and/or techniques
selection of material for a range of comparisons
Information is usually presented in a way which assists with communication of meaning.
Syntax and spelling are generally accurate.
In response to the task, candidates demonstrate:
explained response to element(s) of text
details used to support a range of comments
identification of effect(s) of writer’s choices of language and/or structure and/or form
intended/achieved
awareness of feelings/attitudes/meanings
structured comments on similarities/differences in ideas and/or meanings and/or
techniques
selection of material to support structured comparative comment
Information is presented in a way which is generally clear. Syntax and spelling have some
degree of accuracy.
Candidates demonstrate:
supported response to text
details used to support points/comments
awareness of writer making choice(s) of language and/or structure and/or form
generalisation(s) about ideas/themes
some comments comparing ideas and/or meanings and/or techniques
selection of some details for comparison
Despite lapses, information is presented in a way which is usually clear. Syntax and spelling
have some degree of accuracy, although there are likely to be frequent errors.
FOUNDATION TIER Section A Template Poetry Across Time
Mark Band 6
31-36 marks
Mark Band 5
25-30 marks
Mark Band 4
18-24 marks
Mark Band 3
12-17 marks
Mark Band 2
6-11 marks
Mark Band 1
1-5 marks
In response to the task, candidates demonstrate:
considered/qualified response to text
details linked to interpretation
appreciation/consideration of writers’ uses of language and/or structure and/or form and
effects on readers
thoughtful consideration of ideas/themes
developed comparison in terms of ideas/themes, with detail
developed comparison in terms of writers’ uses of language and/or structure and/or form and
effects on readers, with detail
Information is presented in a way which assists with communication of meaning. Syntax and spelling
are generally accurate.
In response to the task, candidates demonstrate:
sustained response to elements of text
effective use of details to support interpretation
explanation of effect(s) of writer’s uses of language and/or structure and/or form and
effects on readers
appropriate comment on ideas/themes
sustained focus on similarities/differences in terms of ideas/themes, with detail
sustained focus on similarities/differences in terms of writers’ uses of language and/or
structure and/or form, with detail
Information is usually presented in a way which assists with communication of meaning.
Syntax and spelling are generally accurate.
In response to the task, candidates demonstrate:
explained response to element(s) of text
details used to support a range of comments
identification of effect(s) of writer’s choices of language and/or structure and/or form
intended/achieved
awareness of ideas/themes
structured comments on similarities/differences in terms of ideas/themes, with detail
structured comments on similarities/differences in terms of choices of language and/or
structure and/or form intended/achieved, with detail
Information is presented in a way which is generally clear. Syntax and spelling have some
degree of accuracy.
In response to the task, candidates demonstrate:
supported response to text
details used to support points/comments
awareness of writer making choice(s) of language and/or structure and/or form
generalisation(s) about ideas/themes
some comments comparing ideas/themes, with detail
some comments comparing writers’ choices of language and/or structure and/or form,
with detail
Despite lapses, information is presented in a way which is usually clear. Syntax and spelling
have some degree of accuracy, although there are likely to be frequent errors.
In response to the task, candidates demonstrate:
some clear responses
range of details used
simple identification of method(s)
some range of explicit meanings given
simple linkage in terms of idea(s)/theme(s)
simple linkage in terms of writers’ methods
Syntax and spelling are sufficiently clear to convey meaning.
Candidates demonstrate:
simple response(s)
familiarity with text/reference to some details
reference to writer’s method(s)
simple comment on meaning(s)
linkage, perhaps implicit, re idea or theme
linkage, perhaps implicit, re method
Despite frequent lapses in syntax and spelling, meaning can be derived.
Section B
Use the CGP GCSE AQA English study and exam practice book ‘Unseen poem’.
1) Read carefully pages 1-5
2) Complete the tasks on page 6-7 and have a try at writing you response to the
exam style question at the foot of page 7
3) You could use the Five steps to analysing the unseen poem (page 2) and pick a
poem from another cluster in the anthology to investigate and write about.
On the next page are some exemplar questions for you to practice.
You could also grade them using the mark scheme attached.
Higher and Foundation
Mark Template Section B:
Mark Band 6
16-18 marks
Mark Band 5
13-15 marks
Mark Band 4
10-12 marks
Mark Band 3
7-9 marks
In response to the task, candidates
demonstrate:
considered/qualified response to text
details linked to interpretation
appreciation/consideration of writer’s uses of
language and/or structure
and/or form and effects on readers
thoughtful consideration of ideas/themes
Information is presented in a way which assists
with communication of
meaning. Syntax and spelling are generally
accurate.
In response to the task, candidates
demonstrate:
sustained response to elements of text
effective use of details to support interpretation
explanation of effect(s) of writer’s uses of
language and/or structure and/or
form and effects on readers
appropriate comment on ideas/themes
Information is usually presented in a way which
assists with communication
of meaning. Syntax and spelling are generally
accurate.
In response to the task, candidates
demonstrate
explained response to element(s) of text
details used to support a range of comments
identification of effect(s) of writer’s choices of
language and/or structure
and/or form intended/achieved
awareness of ideas/themes
Information is presented in a way which is generally
clear. Syntax and
spelling have some degree of accuracy.
Candidates demonstrate:
supported response to text
details used to support points/comments
awareness of writer making choice(s) of
language and/or structure and/or
form
generalisation(s) about ideas/themes
Despite lapses, information is presented in a way
which is usually clear.
Syntax and spelling have some degree of
accuracy, although there are
likely to be frequent errors.
Mark Band 2
4-6 marks
In response to the task, candidates demonstrate:
some clear responses
range of details used
simple identification of method(s)
some range of explicit meanings given
Syntax and spelling are sufficiently clear to convey
meaning
Mark Band 1
1-3 marks
Candidates demonstrate:
simple response(s)
familiarity with text/reference to some details
reference to writer’s method(s)
simple comment on meaning(s)
Despite frequent lapses in syntax and spelling,
meaning can be derived.
0 marks Nothing worthy of credit