| Summary: | <p>In English literature education, poetry often stands as both a challenge and an opportunity. Students are tasked with memorising 15 poems for AQA GCSE examinations, yet pressure to achieve specific grades and constraints of time can hinder their overall experience. Literature suggests Key Stage Four English lessons, while essential for academic preparation, sometimes neglect the creative and performative aspects of poetry.</p>
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<p>This small-scale case study incorporated aspects of performance in targeted interventions to enhance Year 11 students’ enjoyment and understanding of poetry. Two classes were taught the AQA Power and Conflict Anthology through a new unit plan and four intervention sessions led by the Head of Drama. Data collected through field notes, interviews and questionnaires suggested using elements of drama and reading poetry aloud could positively affect students’ enjoyment of the poems used in GCSE examinations, which could lead to increased understanding of poetry in lessons.</p>
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