Looking Beyond the Words on the Page
Poetry comprehension encourages children to slow down, think carefully and look beyond the words on the page. In many ways, it teaches some of the most valuable skills required throughout primary school English, including vocabulary development, inference, literary analysis and supporting ideas using evidence from a text.
With approximately sixteen weeks remaining until the first SEAG Transfer Test, my Primary 6 classes are continuing to work steadily through the specification while revisiting reported question styles from previous papers. One thing I have become increasingly convinced of over the years is that children benefit enormously from being challenged appropriately. Sometimes, that means introducing texts which are slightly beyond what they could comfortably tackle independently at that particular stage of their learning.
This week, we have been focusing on poetry. Interestingly, poetry has not yet appeared in the SEAG Transfer Test since its introduction and is often tipped to appear after an absence of a number of years. The truth, however, is that nobody knows what will appear on this year’s paper other than Granada Learning themselves. It is for that reason that I always encourage children to develop transferable skills rather than attempting to predict what may or may not appear on the day.
Slowing Down and Thinking More Deeply
Unlike many prose comprehensions, poetry encourages children to slow down. Rather than immediately searching for an answer, children learn to read and reread a text, considering why particular words have been chosen and what feelings the poet is trying to create. Quite often, there is much more being said than first meets the eye.
This week we explored two wonderful poems together: I Wandered Lonely as a Cloud by William Wordsworth and The Way Through the Woods by Rudyard Kipling. Although I felt both poems were too challenging for many of the children to attempt independently at this stage, they provided fantastic opportunities to introduce themes, changing moods and some of the deeper meanings that can often be hidden within poetry.
Children were often surprised to discover that there is not always one correct interpretation of a poem. Providing they can support their thinking using evidence from the text, different interpretations can be equally valid. Those discussions are often some of my favourite moments in lessons.
More Than Similes and Metaphors
Before diving into the poems themselves, we revisited a number of literary devices outlined within the specification, including similes, metaphors, personification, alliteration and onomatopoeia. More importantly, we discussed why poets choose to use them rather than simply learning their definitions.
For example, onomatopoeia can immediately create an image or sound in the reader’s mind, while personification can help create a particular mood or atmosphere. In I Wandered Lonely as a Cloud, Wordsworth describes the daffodils as “fluttering and dancing in the breeze”. Suddenly, the flowers become far more than flowers. They feel alive and joyful, helping the reader experience the sense of wonder the poet himself felt.
Similarly, we discussed how poets deliberately choose particular words and settings to create different emotions. Summer often evokes feelings of warmth, happiness and freedom, while darker settings can create feelings of mystery or uncertainty. Nothing within a poem is accidental. Poets carefully select their language in much the same way that authors carefully construct a story.
Finding the Hidden Messages
One of the most enjoyable aspects of studying poetry is discovering what lies beneath the surface.
At first glance, The Way Through the Woods may simply appear to be a poem about a forgotten pathway. However, it also encourages readers to think about the passage of time, nature reclaiming what once belonged to man and the hidden mysteries that surround us. Poetry encourages children to ask questions, explain their thinking and support their ideas using evidence from the text.
We also explored rhyming schemes and considered how they can influence the reader’s experience. Children began to recognise that poets use rhythm and rhyme for much more than simply making poems sound pleasing to the ear. They help establish pace, emphasise particular ideas and contribute to the mood of the poem.
By studying poetry, children are simultaneously developing a wide range of skills outlined within the SEAG specification, including vocabulary development, inference, understanding themes and mood, identifying literary devices, explaining the effect of language choices and supporting their answers using evidence from the text.
Poetry Helps Children Become Better Readers
One thing children quickly discover when studying poetry is that they cannot always find the answer after reading a text once. Poetry encourages them to slow down, reread lines and consider alternative interpretations.
In many ways, these are exactly the same skills children require when approaching more challenging comprehensions. Learning to identify themes, infer meaning and explain why an author or poet has made particular language choices are valuable skills regardless of whether they are reading poetry, fiction or non-fiction texts.
The confidence to say, “I think the poet chose that word because…” is often the same confidence children need when explaining their answers elsewhere in English. That is one of the reasons I believe poetry deserves far more attention than it sometimes receives.
Sometimes Difficult Texts Are Valuable
Parents are occasionally surprised when I deliberately introduce texts which I know many children could not comfortably tackle independently. There is always a balance to be found between building confidence and providing appropriate challenge.
If we only ever give children texts they find easy, they are unlikely to develop the resilience and analytical skills required later in their learning. Occasionally, it is helpful for children to grapple with unfamiliar vocabulary, challenging themes and difficult questions within a supportive environment. More often than not, children leave those lessons pleasantly surprised by just how much they understood.
Those moments can be hugely beneficial for confidence. Children quickly realise that not understanding something immediately does not mean they are incapable of understanding it. Sometimes, they simply need more time, guidance and opportunities to think more deeply.
Applying What We Have Learned
With the final fifteen minutes of each lesson, we returned to reported question styles from previous Transfer Test papers provided by former pupils and attempted similar questions together. This remains one of my favourite parts of my lessons, as it allows children to apply the skills they have been developing throughout the week to realistic question types.
Whether poetry appears this year or not is something none of us can predict. What we can do is continue developing the underlying skills that children will need, regardless of the texts they encounter on the day of the examination.
As I regularly tell my pupils, success in English is rarely about finding the answer as quickly as possible. More often than not, it comes from slowing down, thinking carefully and being willing to look a little deeper.
Unlock Your Child’s Potential with Education Support Hub
Since 2019, Education Support Hub has supported children across Northern Ireland in developing confidence and skills in English, maths, phonics and SEAG Transfer Test preparation. I work with pupils from Primary 3 to Year 10 through small-group online lessons, carefully matched by ability and learning targets. This approach creates a focused yet supportive environment where children feel comfortable asking questions and learning from one another.
Parents often tell me they value the calm, structured approach and the emphasis on understanding rather than rushing content. My aim is always to help children feel capable and confident in their learning, not just for tests, but for school and beyond.
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