Poetry

KS4

Range and Content: Reading

Literature
The range of literature studied should include:

1. stories, poetry and drama drawn from different historical times, including contemporary writers
2. texts that enable students to understand the nature, significance and influence over time of texts from the English literary heritage. This should include work selected from the following pre-twentieth-century writers: Matthew Arnold, Jane Austen, William Blake, Charlotte Brontë, Emily Brontë, Robert Browning, John Bunyan, Lord Byron, Geoffrey Chaucer, William Congreve, John Clare, Samuel Taylor Coleridge, Wilkie Collins, Joseph Conrad, Daniel Defoe, Charles Dickens, John Donne, John Dryden, George Eliot, Henry Fielding, Elizabeth Gaskell, Oliver Goldsmith, Thomas Hardy, George Herbert, Robert Herrick, Gerard Manley Hopkins, Henry James, John Keats, Christopher Marlowe, Andrew Marvell, John Milton, Alexander Pope, Mary Shelley, Percy Bysshe Shelley, RB Sheridan, Edmund Spenser, Robert Louis Stevenson, Jonathan Swift, Alfred Lord Tennyson, Anthony Trollope, Henry Vaughan, HG Wells, Oscar Wilde, William Wordsworth and Sir Thomas Wyatt
3. texts that enable students to make connections between experiences across time and literary traditions
4. texts that enable students to analyse the values and assumptions of writing from different cultures and traditions, relating and connecting them to their own experience

Range and Content: Writing

The forms for such writing should be drawn from different kinds of:

1. stories, poems, play scripts, autobiographies, screenplays, diaries, minutes, accounts, information leaflets, plans, summaries, brochures, advertisements, editorials, articles and letters conveying opinions, campaign literature, polemics, reviews, commentaries, articles, essays and reports.

Curriculum Opportunities
Many of the opportunities referred to in this section will be applicable to poetry. However, the following appear to be especially relevant:

• build their confidence in speaking and listening in unfamiliar situations and to audiences beyond the classroom
• make purposeful presentations that allow them to speak with authority on significant subjects
• respond to and act upon texts they have read
• meet and talk with writers and other readers
• become involved in events and activities that inspire reading
• engage with texts that challenge preconceptions and develop understanding beyond the personal and immediate.
• evaluate their own and others' writing in terms of impact and fitness for purpose and redraft their own work in the light of feedback
• work in sustained and practical ways, with writers where possible, to learn about the art, craft and discipline of writing
• write in real contexts, for a range of audiences.