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Teaching poetry – 5 ideas to help primary pupils find the power of poetry

How do you become a good teacher of poetry? Find the poetry that speaks to you, that excites you, that inspires you, and then you do the same for your students, says Louise Johns-Shepherd…

Louise Johns-Shepherd
by Louise Johns-Shepherd
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Poetry is one of the most important branches of literature. We’re introduced to language and reading through the rhyme we hear and join in with as children, and our poetry journey begins there.

How well we travel along the road depends on how well exposed we are along the way to the joys and potential poetry offers to us as readers and writers.

So how do you become a good teacher of poetry? You read it, you respond to it, you even have a go at writing it. But to want to do this, you have to find the poetry that speaks to you, that excites you, that inspires you, and then you do the same for your children.

So aside from celebrating National Poetry Day, how else can we celebrate poetry and all its power and diversity in our classrooms?

1 | Choose collections that inspire pupils and show them what poetry is and could be

Look for and make available collections and anthologies that open children’s eyes to what poetry is, and what it can do. This is something that previous winners of the CLPE Poetry Award, the CLIPPA, do particularly well.

Take last year’s winner, Moon Juice by Kate Wakeling. This collection contains humorous poems, lyrical poems that follow rich rhythms, emotive poetry written from personal experience and poems that offer windows into the writer’s fascinations and direct, real-life experience.

Make sure that poetry is available to children, and that the poetry on offer shows that it is a multi-dimensional and exciting form.

2 | Read poetry aloud, see it performed and give children opportunities to perform themselves

Read poetry aloud often. Drop it into every moment of the school day, with no preconceived agenda. Give children the opportunity to hear and see a wide range of poets reading and performing their poetry. Children need to see the universality of poetry and that poetry is for them.

Seeing poems performed by the poets who wrote them opens up children’s perceptions about poetry. It is important to make sure that children have access to the work of a wide range of poets, and to the work of poets that reflect the realities of children in our schools because only then will children really grasp that poetry is a space for them.

Children need to feel the joy in reading poetry aloud themselves, joining in, dramatising and performing poems. If poetry is not given a voice, if it just stays on the page as a printed object, then it is not going to come alive for most children.

3 | Allow time and space for children to respond authentically to what they have read

Children need time to read, re-read and respond to poetry. However, we must make sure that we don’t jump into trying to dissect the poem before giving the children the opportunity to internalise and respond to it at a personal level.

A technique like ‘poetry papering’ works really well. Select a number of different poems, illustrating different poets, styles and forms. Photocopy the poems and pin them up around the classroom or another space for the children to find and explore at their leisure.

They can read, pass over, move on and then select one they’d like to talk about with someone else. This encourages the children to enjoy the experience of simply reading a poem, to relish the uncertainties of meanings and the nature of the knowledge and emotional responses that poems invoke in them as readers.

Let them look for connections, ask questions, explore what they like about poems and the use of language. You can use this as an opportunity to introduce children to the names of specific forms or devices.

You might introduce this by way of what Michael Rosen calls ‘secret strings’ (What is Poetry? Walker 2016). He talks about the importance of discovering how the poet might have used assonance, alliteration, imagery, rhythm and sound.

4 | Draw on the expertise of practising poets:

Seeing a poet bring their own work to life and beginning to understand what that means in terms of the creation of poetry helps children to see themselves as writers. And teachers also benefit from working alongside poets.

On our Power of Poetry project they found their teaching was improved by understanding the creative process.

Listen to poets talk about their writing process; what inspires them, how they work, how they draft, edit and redraft – all this yields a wealth of information to consider the freedoms and support we give children in their own writing.

5 | Support children in writing poetry for themselves:

In order to write poetry, children need to experience different kinds of poems so that they can see how different forms work: sing-song rhythms of chants, rhymes and refrains, the joy of humorous and nonsense verse and poems that explore different forms, such as rhyme, free verse, haiku and sonnets.

Children then have a context to discover the rich history of poetry, exploring where these forms came from and how they work as well as showing them what they can do in their own writing.

Through writing poetry children are encouraged to reflect on their experience, to recreate it, shape it, and make sense of it. In a poem it is possible to give form and significance to a particular event or feeling and to communicate this to the reader or to the listener.


  • The content of this blog post is derived from CLPE’s Power of Poetry Project. A full summary of the findings of the evaluation of the project can be found at The Power of Poetry research summary. We have also summarised the outcomes of the Power of Poetry project and our other poetry work in our Poetry: What We Know Works Booklet.
  • The Centre for Literacy in Primary Poetry Award (CLiPPA) Shadowing Scheme provides free resources to encourage children to perform and find the joy in poetry.
  • Michael Rosen has written a series of very informative blog posts on teaching poetry in primary schools.
  • Search CLPE’s poetry section for book recommendations, poems and resources.
  • Listen to poets reading their own work at

Louise Johns-Shepherd is the chief executive of CLPE. Before joining in 2013, Louise was the headteacher of two schools, a nursery school and a primary school and was also a senior leader in both the Primary National Strategies and the National College of School Leadership.

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