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IGCSE · Cambridge (CIE) · 0408

2025 poetry · retrieve all fourteen and revise an unsupported claim

Retrieve a distinctive action or turn for every prescribed member · Repair a claim using the complete primary reading · Choose a specific next writing step without inventing an official grade

Section SET-2025-5 · 2025 · Paper 3 · Songs of Ourselves, Volume 2 · 2025 selection

Cambridge IGCSE World Literature 0408 · 2025-P3-POEMS / 2025-P3-A / 2025-P3-B
Exam scope and assessment notes

0408 preparation for exam year(s) 2025. The assessment changes in 2028; follow the component and selected texts for your year. Original StudyForA teaching and self-review for the historical 2025 Songs of Ourselves Volume 2 Paper 3 option. Teaching and practice are available for all fourteen 2025 prescribed poems, with four whole-selection workshops. Eighteen lessons provide fifty-four staged tasks and fifty-one original developed responses. The complete SET-2025-5 option links the sequence; the existing historical supplemental route remains available without adding another counted requirement. Complete primary reading, qualified assessment and full timed calibration remain separate requirements. Prepare all fourteen members if this is the selected 2025 option. This is not the 2026–2027 Volume 1 option or the compulsory 2028–2030 Volume 3 Paper 2 selection. Three complete older public-domain poems are supplied as readings, with line breaks preserved and block counters supplied only by StudyForA; check your centre’s anthology for exact spelling, punctuation and layout. Protected poems are linked through complete primary reprints, not reproduced here. Archival Cambridge papers and the WJEC reprint supply poems, not rules or reused questions for this practice pathway. All questions and models here are original self-review and do not award Cambridge marks or grades. Other well-supported interpretations can be valid. Qualified literature-teacher review and calibrated full papers remain unfinished. The 2025 Paper 3 is closed book: 90 minutes, one extract question and one whole-text essay, 25 marks each. Paper 2 in 2025 is unseen poetry, not this set-poem list. Coursework must use eligible complete works outside the Paper 3 set-text list; private candidates cannot enter 0408.

Before you begin

  • Read all fourteen complete poems in the historical 2025 selection before the whole-selection workshops. Use the centre anthology for exact versions and layout.
  • Original models support your own writing and self-review; they do not authenticate coursework or establish an official mark.
  • Comparison is a learning method here, not an invented rule requiring cross-poem comparison in every exam question.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What should support a claim about a literary text?

What you will learn

  • Retrieve a distinctive action or turn for every prescribed member
  • Repair a claim using the complete primary reading
  • Choose a specific next writing step without inventing an official grade

2025 poetry · fourteen specific retrieval prompts

  • Read the complete poem in the named reading or centre anthology before writing; keep its line and stanza layout visible.
  • Bracketed block counters identify reading blocks, not original line numbers. Use the centre’s anthology for exact layout.
  • Try a developed answer before opening the model. Explain how precise evidence supports your interpretation.

Original self-review for historical 2025 whole-selection preparation, not official Cambridge questions, marks, coursework or calibrated full papers. All fourteen poems require primary reading; model comparison does not certify individual mastery. Cross-poem comparisons are preparation exercises, not a claim that the official question must require comparison.

Retrieve before reopening the poems

Answer each prompt from memory, then check the full reading and revise. The models are original self-review; they are not quotations from the poems or official marking points.

  1. 1. How does the human pronoun qualify the repeated calls for the country to resist?

    Compare after trying

    The speaker includes humanity among the conquerors and makers of poison rather than claiming a harmless position outside the damage. The final ruin is connected with what people kill.

    That involvement lets the resistance expose dependence as well as opposition. I would retain the threatened loss rather than conclude that forceful language has already secured recovery.

    Why this response fits

    • Identify the involved voice.
    • Connect the final consequence with the earlier resistance.

  2. 2. What must a claim of universal seasonal happiness preserve in The Spring?

    Compare after trying

    The speaker repeatedly makes the beloved an exception to the responding landscape, and the last paired months continue that complaint. The earlier celebration serves a personal argument.

    I would explain its ingenuity while keeping the unreturned desire attributed to the speaker. No answering speech or changed feelings from the beloved are given.

    Why this response fits

    • Retrieve both exception and return.
    • Keep the viewpoint and missing reply distinct.

  3. 3. Why is the adult reconciliation not a confirmed childhood memory?

    Compare after trying

    The speaker describes actual childhood as forgotten boredom and then introduces the child through a comparison. Its purpose is to shape the present feeling of relief.

    The final beginning of happiness retains incomplete understanding. I would call it a hopeful movement without converting the comparison into biography or a permanent cure.

    Why this response fits

    • Identify the comparison.
    • Explain the beginning and its limit.

  4. 4. How does the song challenge gloom without making hope certain?

    Compare after trying

    An expansive voice emerges from a frail bird within the continuing bleak scene. Its unexpected energy challenges the opening account of exhausted life.

    The listener can consider that it may express hope while admitting unawareness. That qualification unsettles bleak certainty without supplying a final explanation or a change of season.

    Why this response fits

    • Use singer, sound and setting.
    • Retain tentative knowledge.

  5. 5. How does the body of the bird matter to the apparent spiritual sustenance?

    Compare after trying

    The throat, eye, feet and feathers give the encounter precise physical substance after sound redirects the search for bread. Wonder grows through close observation.

    The final Gabriel comparison can support a blessing-like response without showing a literal angel. February and the broken dwelling remain, so the sustenance does not require material hardship to vanish.

    Why this response fits

    • Retrieve bodily evidence.
    • Keep comparison and continuing conditions exact.

  6. 6. What does the shining pavement qualify, and what does the last prayer leave unshown?

    Compare after trying

    The city is allowed beauty, but that beauty cannot sustain the displaced tropical bird. The contrast is more particular than a claim that the setting contains nothing attractive.

    The final prayer wishes the wait for death short without narrating death, cure or release. I would judge its troubled tone through the continuing suffering rather than supply a reassuring escape.

    Why this response fits

    • Use the counterdetail.
    • Distinguish wish from enacted outcome.

  7. 7. How does the final bodily detail test the observer’s earlier comparisons?

    Compare after trying

    Soft fabrics, flowers and social caricatures make the birds attractive and recognisable through human terms. The last hard beaks keep those projections from accounting for everything.

    I read the contrast as preserving animal force and difference within beauty. No attack is narrated, so the qualification should not become an invented violent incident.

    Why this response fits

    • Connect beginning and end.
    • Retain the difference between detail and event.

  8. 8. What changes between apparent seeing and the final line?

    Compare after trying

    The repeated search gathers comparisons but keeps meeting a short disappearance. Wind and hiss disturb attention and naming as well as sight.

    The last approach joins seeing with saying before another loss. That sequence intensifies the difficulty of holding the encounter in language rather than showing a captured animal or completed explanation.

    Why this response fits

    • Use the recurring interruption.
    • Explain the added pressure on naming at the end.

  9. 9. How is the whale encounter definite without being a complete continuous view?

    Compare after trying

    The opening explicitly confirms the sighting. The measurements and successive heads, blows, backs, fins and tails then give the encounter a precise but changing form.

    The final return below the surface limits how long the animals remain available. I would distinguish that temporary success from both imagined dolphins and the repeated evasions in Eel Tail.

    Why this response fits

    • Keep the opening confirmation.
    • Explain changing access and the final limit.

  10. 10. Which grammatical distinction prevents the climax from becoming an actual sighting?

    Compare after trying

    The animal passage imagines what would have happened had the dolphins arrived at the height of longing. Its celebration and connection remain conditional.

    The ending explicitly denies seeing them and shows dispersal without admitting disappointment. I would explain the imagined community against the real social silence, not report a successful encounter.

    Why this response fits

    • Identify the conditional hinge.
    • Use the final denial and social pattern.

  11. 11. Does the quiet close show a later calm everywhere?

    Compare after trying

    The turn moves to a sheltered place, so the contrast is spatial rather than an established change in weather across the country. The exposed figures are not shown being rescued into that house.

    The possible hearing of a baby’s sigh measures the quiet with a small sound. It can make shelter precious without supplying a universal safety or a witnessed sigh.

    Why this response fits

    • Retrieve the change of place.
    • Keep the hearing modal rather than reported.

  12. 12. What must an account of Aku and Adena avoid inventing or trivialising?

    Compare after trying

    Aku’s two children are shown shivering with her, so a claim that they drown would add an event. Adena’s trinkets carry dowry and joy rather than mere decorative price.

    The names and different losses make the sea’s force personal. I would retain that scale beside the repeated appetite and final expansion without replacing the flood with an automatically certain allegory.

    Why this response fits

    • Keep the named details accurate.
    • Explain their value beside the wider refrain.

  13. 13. How would you support a mortality reading without narrating an actual death?

    Compare after trying

    Late day and season, emptying light and a solitary dark threshold can give the descent the force of approaching an unknown end. The title postpones the knowledge it promises.

    The bag, mussels and tidal calculation also establish a practical task, and no drowning or body is reported. I would keep mortality an evidenced interpretation rather than replace the actual account with a completed fatal event.

    Why this response fits

    • Use a connected pattern.
    • Retain practical detail and the unreported outcome.

  14. 14. Why is the boar’s advice not the same as a human decision already carried out?

    Compare after trying

    The centuries of retreat belong to an imagined adviser whose political speech is framed by food, stars and digging. Its faith in tusks also qualifies the rejection of other beliefs.

    The human response and an end to the distant crisis are not narrated. I would evaluate the advice through its force and contradictions without certifying its claims as the author’s or the lesson’s final political truth.

    Why this response fits

    • Attribute the speaking voice.
    • Distinguish proposal, evaluation and unshown result.

A full-selection check needs more than recognising titles

Close the anthology and record a distinctive turn, a method and a limit of interpretation for each of the fourteen poems. The prompts below make that work specific: a conditional sighting, an unspoken reply or a change of place should not be replaced by a generic statement about nature. Then reopen the complete readings and correct your account. If one title produces only a vague theme, return to that poem’s lesson and primary text. Completing the check means you have attempted retrieval across the selection, not that a machine has established your mastery.

Use an error to change the reading

Name what makes a sentence inaccurate before editing it. A remembered reconciliation changes Larkin’s comparison into biography; drowning changes Curnow’s threshold into an event; a successful dolphin sighting removes Constantine’s conditional structure. Repair the claim and then explain how the actual writing affects the argument. This is more useful than correcting a name while keeping an unsupported interpretation intact. A revision record can show the old claim, the checked detail and the improved judgement. It should not contain an invented quotation, an unearned numerical mark or another person’s model presented as your own assessed response.

The next step depends on the demonstrated need

Missing recall calls for rereading and another closed-text attempt. Thin analysis calls for explaining a selected image, sentence or formal turn. A one-sided argument calls for testing contrary evidence and revising the conclusion. After self-review, seek qualified literature-teacher feedback and practise under the correct closed-book conditions. These original questions and models do not constitute the full timed paper, authenticate coursework or determine an official grade. Keep the historical 2025 list distinct from the 2026–2027 Volume 1 and 2028–2030 Volume 3 selections, and continue unseen-poem preparation as a separate compulsory component.

Sources for this lesson

Pause and explain

What does a successful self-review establish?

Put the idea to work

Worked example

Repair “The end of Eel Tail gives a captured animal and complete understanding”.

Show the worked solution
  1. Seeing and saying approach an apparent conclusion.
  2. The final isolated disappearance interrupts both.

Answer The correction turns a claim of possession into an argument about its repeated limits.

Try a topic test

Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

Test this topic →

From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Retrieve three different endings of apparent renewal.

Give me a hint

Use Carew, Hardy and Larkin.

Compare my reasoning
  1. Carew renews a complaint through seasonal contrast.
  2. Hardy considers uncertain hope; Larkin begins happiness without full understanding.

The endings differ even when each uses a season or bird, so retrieval should preserve their qualifications.

Look for these in your work

  • Use three actual turns
  • Retain distinct outcomes
2 · Independent

Repair one mistaken event.

Give me a hint

Choose a claim about sighting, death or escape.

Compare my reasoning
  1. Locate the grammar and narrated action in the primary text.
  2. Change the interpretation to fit the corrected account.

An improved response explains why the real method matters rather than merely replacing a word.

Look for these in your work

  • Show the checked evidence
  • Explain the revised judgement
3 · Transfer

Plan a next step from a real draft.

Give me a hint

Use a demonstrated weakness.

Compare my reasoning
  1. Identify missing recall, thin analysis or ignored counterevidence.
  2. Target it, revise and seek qualified feedback.

Progress is an observable improvement in the learner’s own response rather than an invented official score.

Look for these in your work

  • Name the actual need
  • Plan a checkable action

Common mistakes

  • Do not use this historical list as the compulsory later Paper 2 selection.
  • Do not assign the old reading sources’ examination questions or rules to the present practice models.
Recall without your notes

What can you explain now?

What does a successful self-review establish?

Compare with the explanation

An evidenced revision or retrieval attempt, with individual mastery and official grading still unverified.

Completed practice is useful evidence of work, but qualified assessment and full timed calibration remain separate.

After trying it yourself, choose your next review. This is your self-assessment.

Your review choice appears on Today. Sign in to sync it across devices.

Back to Today

Make it stick

What does a successful self-review establish?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning World Literature

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Course scope and assessment

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Four workshops develop passage analysis, whole-play argument, stagecraft and corrective retrieval. SET-2027-2 links the full sequence; the existing supplemental route remains available without inflating counted requirements. The protected acting script is linked rather than reproduced; exact centre-edition wording and revisions must be checked. The Cherry Orchard has an 18-lesson whole-text sequence with five actual Julius West excerpts and three argument models. The 2026–2027 poetry option has teaching for all fourteen members, three complete public-domain poems and close-reading, comparison and retrieval workshops. Twenty-four lessons teach all ten 2026–2028 Stories of Ourselves Volume 2 members, with named reading and writing sequences and evidence, passage-context, essay and ten-member retrieval workshops. Two complete public-domain narratives, nineteen actual prose extracts and Katie’s complete twenty-line poem within Besant’s prose story support close reading and whole-story writing. The Shrinking Shoe follows the original 1895 prose and its five sections; the embedded poem is not a Paper 2 set poem. All three eligible ten-story selection rows link the complete pathway. Wodehouse and Woolf use brief quotations and original commentary with complete reading sources; their full texts are not reproduced here. Twelve lessons teach twelve compulsory 2028–2030 Volume 3 poems, with thirty-six staged tasks and twenty-four developed-response prompts. The Dutt and Kingsley excerpts and Cissoko’s exact translation still need verified reading and teaching; full-selection workshops remain unfinished, so all three complete poetry rows remain unlinked. Fourteen lessons teach seven 2029–2030 Volume 3 stories with thirty-five developed-response prompts. Twelve actual older primary excerpts support four stories; Achebe, Desai and Danticat use original commentary with complete primary reading links rather than reproducing their protected texts. A separate partial-member pathway supports The Necklace, The Model Millionaire, Sultana’s Dream, The Interlopers, The Sacrificial Egg, Sale and New York Day Women without linking either complete ten-story row. The three other members and full-selection workshops remain unfinished. Read the full centre-selected works and protected anthology; check edition differences, including Weissenhorn’s older Necklace translation. The historical 2025 poetry pathway teaches all fourteen members through eighteen lessons, fifty-four staged tasks and fifty-one developed-response models. Three complete public-domain poems remain printed with line breaks; eleven protected poems use complete primary reading links and original commentary. 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