Teaching Shakespeare Mod

Teaching and Learning Resources p.
1
tlr.nationalstrategies.dcsf.gov.uk
Teaching Shakespeare: models of

effective consultancy
Table of Contents
Supporting transition from Key Stage 2 to Key Stage 3
Learning objectives
What are the benefits?
Example of action planning document
Support session 1
Sample initial meeting agenda
Support session 2
Sample primary partnership day agenda
Support session 3
Sample feedback meeting agenda
Support session 4
Support session 5
Support session 6
Support session 7
Support session 8
Improving teaching and learning at Key Stage 3
Crown copyright 2011
Teaching and Learning Resources p.2

Expected outcomes
Example implementation programme
Support session 1
Support session 2
Sample long-term plan
Support session 3
Drama activity ideas
Support session 4
Support session 5
Planning and writing a sustained written response
Language analysis
Support session 6
Support session 7
Improving teaching and learning at Key Stage 4
Expected outcomes
Example of implementation programme
Support session 1
Interview questions
Support session 2
Support session 3
Support session 4

Support session 5
Support session 6
Shakespeare learning activities
Preparing for reading
During reading
Preparing for controlled assessment tasks
Monitoring achievement and progress
As subject leaders, consultants and English teachers, you can use and adapt these
models to improve the teaching of Shakespeare across Key Stages 2, 3 and 4.
Find out how to plan a transition unit of work to bridge pupils' experiences from Key
Stage 2 to Key Stage 3. Supporting this transition for pupils can help to improve
progression and continuity between Key Stages 2 and 3, making sure appropriate
challenges are set for Year 7 pupils.
As a consultant, you can follow the implementation programme in order to support
your English department to achieve better results in Key Stage 3 Shakespeare study.
Following the suggested programme can help pupils learn to understand their
strengths and how to improve, achieving higher levels of attainment.
At Key Stage 4, you can build on Key Stage 3 and improve pupils' responses to
Shakespeare. By analysing the past and current performance of your department
and pupils, you can identify areas that need development. You can also learn new
teaching strategies and refine methods of assessment and moderation.
Supporting transition from Key

Stage 2 to Key Stage 3
As consultants, subject leaders and coordinators, you can find out how to build on
pupils' experiences of learning Shakespeare at Year 6 (Key Stage 2) by providing
progression and challenge in the Year 7 (Key Stage 3) curriculum.

You can use this resource to plan a transition unit of work, with an emphasis on
developing interactive teaching approaches through structured drama. The
suggested planning session will help you focus on building a bridge between the
experiences pupils have from Year 6 and the curriculum in Year 7. This resource also
helps feeder and receiver schools to improve progression and continuity between the
key stages and set appropriate challenges for Year 7 pupils.
Learning objectives
The following Year 7 learning objectives from the substrands in the Framework for
English form the basis for pupils' work during their transition from Key Stage 2 to Key
Stage 3.
Substrand 3.1: Developing and adapting discussion skills and strategies in formal
and informal contexts
Make clear and relevant contributions to group discussion, promoting,
opposing, exploring and questioning as appropriate.
Help discussions succeed by acknowledging and responding to the
contributions of others.
Substrand 3.2: Taking roles in group discussion
Take different roles in group discussion as required by the task or context.
Substrand 4.1: Using different dramatic approaches to explore ideas, texts and
issues
Explore texts, ideas and issues through a variety of dramatic approaches
and conventions.
Substrand 4.2: Developing, adapting and responding to dramatic techniques,
conventions and styles
Work on their own and with others to develop dramatic processes,
narratives, performances or roles.
Comment on the effectiveness of the different dramatic conventions and
techniques used.

What are the benefits?

You can find out how supporting the transition between Key Stages 2 and 3 can
benefit your school and pupils.
The benefits for schools

Closer, more systematic liaison between primary and secondary
colleagues.
Enhanced understanding of curriculum coverage and expected outcomes
at both key stages.
Opportunity to involve parents and members of the wider local community.
Improved transition arrangements.
The benefits for pupils

Increased self-confidence and self-esteem.
Opportunity to experience and enjoy Shakespeare.
Opportunity to look forward to the challenges of secondary school without
anxiety.
Development of interpersonal skills, such as negotiation.
Example of action planning

document
You can use this example to support your planning of pupils' transition between Key
Stages 2 and 3. This plan takes place over eight days across four months. You can
find out what actions to complete and how to do them, when they should take place,
who should be involved, and the resources and impact measures needed to carry
them out.
Example of action planning document
What
How
Day 1
First planning
meeting
between
primary and
Subject
teachers and
consultants
to liaise with
primary
When
Who
March/
April
Consultants
to lead
meeting if
available; if
not, joint
Resources
Current
Shakespeare
schemes of work
used by all schools
Impact m
S
net
est

What
secondary
schools
Allow a half
day
Day 2
Primary
partnership
day
Allow a
whole day
Day 3
Departmental
feedback
meeting
Allow a half
day
Days 4 and 5
Year 6 and
How
When
Who
school lead
teachers to
agree date,
venue, etc.
leadership
from lead
teacher
and subject
leader
Lead
teachers
from all
primary and
secondary
schools to
work on
ideas and
techniques
to develop
within the
classroom
Day to be
led by
external
agency
where
required or
by
appropriate
lead
teacher,
consultant
or subject
leader
Lead
teachers to
feed back
key
messages to
departments
or relevant
teachers
Joint
observations
by consultant
and Year 7
teacher
May
Early
June
Lead
teachers
and
possible
support
from
consultants
June
Lead
teachers
and
consultants
Resources
Impact m
Completed
primary and
secondary pupil
questionnaires
A
on
app
be
L
obj
ide
A
and
ma
Key
and
3c
Suitable venue,
for example, school
hall or drama studio
Visiting actor or
outside agency
I
tea
kno
and
con
N
app
be
are
les
Sample
departmental
feedback meeting
agenda
Any resources
from the primary
partnership day
C
app
del
sho
sch
wo
A
und
rati
imp
usi
app
Protected noncontact time to:

observe
plan
I
aw
and
app

What
Year 7
lesson
observations
Allow two
separate half
days
Day 6
Planning of
drama
experience
day
Allow a half
day
Day 7
Drama
experience
day
Allow a
whole day
How
When
Who
Joint
observations
by consultant
and Year 6
teacher
Meeting to
plan event
and decide
on focus,
selection of
pupils, etc.
Pupils from
both Year 6
and Year 7
work
together to
produce
Shakespeare
performance
Resources
teamteach
June
July
Lead
teachers
from all
schools
and
consultants
Lead
teachers
from all
schools
and
consultants
Impact m
ped
pra
par
sch
G
coh
bet
sta
les
G
tran
of s
O
of
com
bet
tea
Planning time
Appropriate venue
Resources and
ideas from all
teaching/inset
C
for
exp
day
P
ide
V
dat
R
res
ide
Parental
permission
Appropriate
venue, for example,
secondary school
hall
S
per
to s
wid
com
A
con
ent
ene
abo
Sha
Y
pup
sec
con

What
How
When
Who
Resources
Impact m
bec
Yea
Day 8
Evaluation
Allow a half
day
Interviews
with Year 6
and Year 7
pupils
July
Secondary
subject
leader and
consultant
Primary and
secondary pupil
questionnaires
Support session 1
You can use this session to plan a meeting between primary and secondary schools
to support the transition from Key Stage 2 to Key Stage 3. You can read about the
expected outcomes, useful resources, action points and how to prepare for your
meeting.
Expected outcomes
Support network established among partnership schools.

Texts to be covered agreed upon.
Learning objectives identified.
Activities and objectives beginning to be mapped into curriculum planning.
Actions
Meeting between partnership schools to establish expectations of project,
and to agree a programme of work and which texts are to be covered.
English consultant and/or English subject leader or Key Stage 3
coordinator to share responses to Shakespeare in the form of extended
P
hea
opi
col
O
sha
sub
tea
lea
O
info
pla
opp
for
wo

assignments, essays, projects, etc. to highlight some of the challenges

facing students in Key Stage 3.
Consultant shares outcomes from the pupil questionnaires to generate
discussion of curriculum coverage and potential approaches to trial.
Preparation
Identifying partnership
When identifying the school partnership, target a secondary school where the
reading results from assessed Shakespeare work are historically low.
Distributing pupil questionnaires

Before your meeting, liaise with your primary consultant colleague to distribute the
pupil questionnaires to the relevant Year 6 teachers and the secondary school
English department. Collate the findings from the questionnaires as this shapes the
focus for this initial planning meeting.
Identifying literacy departments

The primary literacy consultant will also have identified literacy departments where
the teaching of Shakespeare is either particularly strong or currently underdeveloped.
However, all school representatives should bring along their current curriculum
planning and scheme(s) of work.
Sharing examples of work and action

You may wish to invite a primary teacher with well-developed Shakespeare planning
to bring along some examples of work and action planning to share and discuss. This
may provide the initial model for the Key Stage 2 planning.
Using resources
You could also use the sample agenda of an initial meeting as a framework and the
examples of Key Stage 2 and Key Stage 3 short-term plans.
Resources
Download Using Shakespeare to support transition - resources (PDF-113 KB)
Attachments and use the following to complete this session.

'Primary pupil questionnaire' pp.12.

'Secondary pupil questionnaire' pp.34.
Example of Key Stage 2 short-term plan (DOC-84 KB) Attachments .
Example of Key Stage 3 short-term plan.
Node information
Attachments Zip:
be154d65a992b4c6505dfcb5fa98d67d.zip
File Attachments
Using Shakespeare to support transition - resources ( pdf 113 KB )
Example of Key Stage 2 short-term plan ( doc 84 KB )
Sample initial meeting agenda

You can use this agenda to help you plan a meeting between primary and secondary
schools to support the transition from Key Stage 2 to Key Stage 3. You can use this
agenda as part of support session 1.
Agenda
1. Consultant leads the welcome and introduction.
2. Discussion of the benefits of improved transfer and transition procedures.
3. Consultant sets the expectations of this project, which includes sharing
the timeline and proposed action plan.
4. Consultant shares feedback from pupil questionnaires.
5. Discussion on the reasons for teaching Shakespeare, including the
benefits and challenges.
6. Discussion on the challenge of Shakespeare for pupils in Key Stage 3.
This includes the impact of assessing pupil progress on the strengths and
weaknesses in pupils' responses.
7. Discussion on sharing current curriculum maps to identify good practice
and Key Stage 2 or Key Stage 3 repetition.
8. Action planning, which might include:
drawing up the timeline
agreeing the texts to study.
9. Agree the date of the next meeting.

Support session 2
You can use this session to plan a primary partnership day to support your pupils'
transition from Key Stage 2 to Key Stage 3. You can read about the expected
outcomes, action points and how to prepare for the day.
Expected outcomes
Increase in teachers knowledge and confidence to try new approaches.
Adaptation of curriculum planning to include new strategies.
Action
Consultant to liaise with drama provider to develop a Shakespeare training day for
lead teachers within the partnership school.
Preparation
Source a provider
Before the day, source a provider to deliver a tailor-made inset for teachers, which
will address varying degrees of experience, yet provide challenge and progression
between the key stages. When liaising with the provider, you may refer to the sample
primary partnership day agenda.
Plan the day's aim

The aim of the primary partnership day is to give teachers exciting opportunities to
develop skills and techniques to use in the classroom. These range from choral
speaking and character analysis to whole play retelling.
Plan the day's focus

The day focuses on developing speaking and listening skills, and enjoying the
sounds of the words and Shakespeare's language before the meaning becomes
clear. Consequently, Shakespeare can be best taught through performance rather
than focusing on isolated extracts. You might also focus the day on the agreed text to
be used in the transition project.

Include reflection time

Provide opportunities for action planning between the primary and secondary
teachers. This may include visits to the Royal Shakespeare Company, the Globe
Theatre, the Shakespeare Schools Festival or a local theatre group.
Sample primary partnership day

agenda
You can use this agenda to help you plan your primary partnership day to support
your pupils' transition from Key Stage 2 to Key Stage 3. This agenda is part of
support session 2.
Agenda
1. Consultant leads the welcome and introduction.
2. Warm-up activities.
Stop/Go/Jump/Clap.
Make me a...dagger, castle, throne, etc.
Pairs 1, 2, 3.
3. Introduce the agreed text.
Retell the story as an ensemble.
Players enter the circle when invited to create the scene as
described by the storyteller.
In groups, players decide on a key scene from the play and work
to produce an image to share with rest of the ensemble.
4. Character analysis.
Hot-seating of character players question the motivation of the
character.
Retell the story from the characters viewpoint, move around the
ensemble with each player expressing an opinion or comment.
In pairs, players work on dialogue using an extract from the play
and adopt different character traits. For example, being angry, shy or
excited.
5. Choral speaking.
Players read a speech while walking around into spaces at each
change in punctuation, the player changes direction.
Players divide up into small groups and act out a series of images
for their section of text. They can then use rolling theatre to perform
the speech in sequence.

Players read a section of speech and plan how to deliver lines

effectively. For example, the first person might read up to the first
punctuation point, then the second person joins in up to the next
punctuation, and so on, until all members of the group deliver the
final section together.
6. Reflection time.
Share additional approaches from other sources.
Agree on approaches to write into short-term lesson plans.
Support session 3
You can use this session to plan a departmental feedback meeting involving lead
teachers and consultants to support the transition from Key Stage 2 to Key Stage 3.
You can read about the expected outcomes, action points and how to prepare for the
meeting.
Expected outcomes
All lead teachers to plan approaches from the primary partnership day into
short-term schemes of work.
All literacy or English teachers to be confident in understanding how to use
practical approaches within own classroom context.
Actions
Consultant to:
support lead teacher in delivering key messages from the primary
partnership day organised in session 2 to department members or relevant
teachers
support departments in short-term curriculum planning.
Preparation
Liaising with the lead teacher
Before the departmental meeting, liaise with the lead teacher to define what the key
messages are and the context of the individual school in order to carry out continuing
professional development for the teacher.

Using the sample agenda

You can use the sample agenda of a departmental feedback meeting as a starting
point for your discussion. During the meeting, include opportunities for teachers to
engage in joint planning and adapt any existing curriculum planning.
Sample feedback meeting agenda

You can use this sample agenda to help you plan your departmental feedback
meeting to support the transition from Key Stage 2 to Key Stage 3. This agenda is
part of support session 3.
Agenda
1. Introduce the project and set the context. This includes:
the aims of the project
timescale
expected outcomes
roles, responsibilities and resources.
2. The lead teacher can explain the rationale for exploring the teaching of
Shakespeare at this particular time. This covers their approach to:
engagement of pupils
challenge and progression
balanced and consistent approach towards experience of
Shakespeare.
3. The lead teacher can share some of their experience of practical
approaches, including:
choral speaking
ensemble storytelling.
4. Action planning for next steps in the school.
Support session 4
You can use this session to plan joint lesson observations of Year 6 and 7 students
to support their transition from Key Stage 2 to Key Stage 3. You can find out about
the expected outcomes, action points and how to prepare for the observations.

Expected outcomes
Increased awareness and appreciation of pedagogy and practice in
partnership schools.
Open lines of communication between cross-phase teachers.
Greater transferability of skills.
Actions
Joint observations by consultant and teacher of:
Year 6 Shakespeare lesson
Year 7 Shakespeare lesson.
Shared planning session for plan/deliver/review cycle in:
Year 6 class by secondary English and Year 6 teachers
Year 7 class by secondary English and Year 6 teachers.
Preparation
Monitoring planning and support
Mutual respect and positive co-working between the Year 6 and Year 7 teachers can
help the smooth planning of the team-teaching sessions. You may wish to monitor
the planning and support where necessary, acting as chair for the meeting and
afterwards sharing the minutes with the appropriate line managers or personnel. The
minutes could include:
an outline of the agreed objectives
clarity of the roles and responsibilities
deadline for agreed information or resource sharing.
Support session 5
You can use this session to organise a planning meeting for a drama experience day
to support your pupils' transition from Key Stage 2 to Key Stage 3. You can find out
about the expected outcomes, action points and how to prepare for the meeting.
Expected outcomes
Agenda agreed for drama experience day for both Year 6 and Year 7
pupils.
All roles and responsibilities agreed.

Deadlines for collation of information and resources agreed.

Venue and date identified.
Pupils identified.
Actions
Consultant or experienced lead teacher or subject leader to lead planning
meeting.
Potential liaison with cross-strand consultants or selected teachers to
provide media or art support.
Consultant to invite English adviser and members of senior management
team from partnership schools.
Planning
Establish the objectives
By establishing the objectives early on in the meeting, you can have a clear focus for
planning the drama experience day. You can consider this day as:
a culmination of teachers' hard work
a model of good practice for transition
a day for students to remember.
Identify criteria for pupil selection

Identify clear criteria for selecting pupils by considering:
targeting a specific cohort, for example, gifted and talented pupils or level
3 to 4 pupils (Year 6) or level 4 to 5 pupils (Year 7)
selecting pupils based on enthusiasm shown in Shakespeare drama
sessions
getting all pupils to take part if the group is small
selecting pupils on a first-come, first-served basis.
Develop cross-curricular work

In preparation for the drama experience day, primary schools could develop some
cross-curricular work, for example, designing and making props for the performance,
so it may be useful to liaise with cross-strand consultants.

Support session 6
You can use this session to organise consultant and pupil involvement in your drama
experience day to support transition from Key Stage 2 to Key Stage 3. You can read
about the expected outcomes, action points, useful resources and how to prepare for
the day.
Expected outcomes
Pupils continue to be enthusiastic and engaged about Shakespeare in
performance, leading in turn to a greater understanding of the texts.
The wider school community shares positive strategies for developing
pupil engagement.
Actions
Consultant to support the drama experience day.

Pupils to work together to produce performances from text studied.
Pupils encouraged to evaluate performances through peer assessment.
Parents to attend performance.
Preparation
Organise groups of cross-phase pupils
Before the day, liaise with primary and secondary colleagues to draw up working
groups of cross-phase pupils. The secondary school can host the day and the initial
performance, but you might consider performing to the wider school community, a
Year 7 assembly or partnership schools.
Encourage evaluation
Provide pupils with opportunities to evaluate their performance and that of their
peers, using the performance checklist.
Resources
Download Using Shakespeare to support transition - resources and use
'Performance checklist' p.5 to complete this session.

File Attachments
Support session 7
You can use this session to plan consultant and subject leader visits to primary and
secondary schools to understand pupils' attitudes towards Shakespeare. This can
support transition between Key Stage 2 and Key Stage 3. You can find out about the
expected outcomes, action points, useful resources and how to prepare for the visits.
Expected outcomes
Consultant and/or identified subject leader, advanced skills teacher or lead teacher
has a wide range of pupil perspectives.
Actions
Consultant and/or identified subject leader, advanced skills teacher or lead
teacher visit primary schools to conduct pupil interviews to find out their
attitudes, including responses towards Shakespeare and feelings towards
their new school.
Consultant visits secondary school to conduct similar pupil interviews to
find out their attitude towards the Shakespeare project.
Preparation
Use follow-up questionnaires
You could use the follow-up pupil questionnaires to support your interviewing
process.
Involve the subject leader

It might be useful to involve the subject leader so they can gain first-hand experience
of the prospective Year 7 pupils and continue to adapt the Year 7 curriculum
accordingly.

Resources
Download Using Shakespeare to support transition - resources and use the following
resources to complete this session.
'Primary follow-up pupil questionnaire' pp.67.
'Secondary follow-up pupil questionnaire' pp.89.
File Attachments
Support session 8
You can use this session to reflect on the transition project for pupils moving from
Key Stage 2 to Key Stage 3 and to organise the approach for the next year. You can
read about the expected outcomes, action points and how to develop the project.
Expected outcomes
A clear vision for next year's transition project.
Teachers and pupils recognise benefits from the project.
Curriculum planning continues to be adapted.
Actions
Consultant and/or identified subject leader, advanced skills teacher or lead teacher
to:
collate outcomes from pupil questionnaires
lead evaluation meeting
invite key personnel, including the senior management team (SMT) from
partnership schools, lead teachers and the English adviser
produce a brief summative report for parents, governors of all schools
involved and the SMT, including pupil and teacher perspectives.

Continuing the project

Embedding teaching approaches
At this stage of the transition project, there will be opportunities for further networking
as the approaches towards teaching Shakespeare become embedded across
partnership schools.
Lead teaching responsibilities

The lead teachers are responsible for continuing to build capacity within their
departments, such as supporting new members of staff. Each year, they consider the
particular demands of any assessment of pupil progress based on Shakespeare and
which texts are used, and the likely changes in GCSE assessment. Similarly, the
secondary lead teacher can inform their partnership schools of any major changes
needed to continue this project.
Improving teaching and learning at

Key Stage 3
As subject leaders, consultants and English teachers, you can find out about the
purpose and benefits of this implementation programme to raise pupil attainment in
Shakespeare at Key Stage 3.
Purpose
You can use this programme to structure support for departments that are not
achieving expected pupil attainment in Shakespeare studies at Key Stage 3.
Although these materials refer to tests that are no longer compulsory, you can adapt
them to current schemes or units of work.
Benefits
This programme can help you:
review current provision for study of Shakespeare
develop the department's vision for improvement

involve the department to:

secure expectations and success criteria
share and develop active engagement strategies
refresh plans for teaching Shakespeare.
It can also help you to:
complete joint observation, classroom support and co-teaching
carry out peer coaching and team teaching
complete an interim review and further planning
conduct a final review that leaves the department with a vision of
continuing improvement.
Expected outcomes
You can read about the expected outcomes of this implementation programme to
raise pupil attainment in Shakespeare at Key Stage 3.
This programme can help you achieve the following outcomes.
All English teachers can draw on a wide range of strategies for teaching
Shakespeare.
Key markers of progression are used to structure and track teaching,
learning and progress.
Pupils know their own strengths and what to do to improve.
Pupils strengths and learning needs influence teaching plans each year.
The department subject leader and line manager can evaluate the
programme's impact.
Pupils demonstrate higher rates of progress as evidenced by periodic and
transitional assessments.
The subject leader shares outcomes with senior leaders and the line
manager for the department.
Example implementation
programme
You can use this example of an implementation programme to help you structure
support for departments seeking to raise pupil attainment in Shakespeare. You can
find out what actions to complete during support sessions, how long they could take
and when they might occur.


Timetable and time
allocated
Actions
Support session 1
Initial meeting with the subject leader and Key
Stage 3 coordinator.
Half day
The department routinely
analyses pupil achievement
using work scrutinies and
other forms of evaluating
progress.
Complete the analysis of pupil achievement before

this meeting. This will allow the consultant to
devote this session to helping the subject leader
sample pupils' work to check and identify
characteristics.
Before this session, or shortly afterwards, collect
pupils perspectives on Shakespeare at Key Stage
3 through interviews with Year 10 pupils.
Support session 2
An English department work sampling session.
Half day
Complete this session early
in September, so that
teachers do not lose sight
of the previous year's work.
Department members identify why pupils have

been assessed at particular levels. Samples of
pupils' work can be filed so that they can be
compared with future examples to review
progress.
Participants identify specific areas for
improvement and agree on actions to take. The
subject leader will use this information to help form
an action plan.
Whole day
Support session 3
A whole department continuing professional
development (CPD) session.

This session will draw on existing skills and

introduce new strategies.
A drama practitioner can contribute to this training.
Individual teachers can also observe best practice
in another local school.
Half day
Support session 4
A departmental workshop based on the outcomes
of sampling and training session to refresh
Shakespeare teaching plans.
Participants complete sections of the agreed
teaching plans independently, or in pairs.
Six days
Over the course of three
weeks
Half day
Support session 5
Teachers are paired so that they can observe
each others' lessons and peer-review pupil
outcomes and progress.
The consultant will support each pair for one
lesson that follows the joint plans. A review will
take place following the taught lesson.
Support session 6
A departmental evaluation of the scheme. This
takes place after the initial teaching is complete,
but before carrying out a focused assessment
period or task.
Selected pupils are interviewed and work sampled
to judge:
progress

remaining barriers
underperforming pupils.
Support session 7
Participants:
Half day
analyse assessment tasks or completed

projects, responses and similar work
compare current and past assessments
to identify progress
plan changes to the current scheme to
meet identified needs.
Support session 1
You can use this session to plan a meeting to highlight why pupils are not making
expected progress in Shakespeare at Key Stage 3, and to draft an action plan. You
can find out about the expected outcomes, action points to take before, during and
after the meeting, resources you can use, and contextual factors to consider.
Expected outcomes
The subject leader, Key Stage 3 coordinator and consultant draft an action plan to
improve attainment in Shakespeare work at Key Stage 3.
Actions
The subject leader, Key Stage 3 coordinator and consultant can:
share current data
sample selected Shakespeare tasks alongside assessment
criteria
record initial impressions of strengths and weaknesses
review the existing Key Stage 3 plan
review any medium- or short-term plans for teaching.
The subject leader or Key Stage 3 coordinator selects 10 to 12 Year 10
pupils to be interviewed by consultant prior to the next session.

Before the meeting

Highlight pupils whose scripts should be sampled.
You may find consistently low results. This includes pupils
characteristically missing the expected age-related attainment for reading or
writing.
Ask the subject leader to provide a copy of the Key Stage 3 scheme of
work for this meeting and for further analysis before the next session.
Interview selected Year 10 pupils to sample pupil responses to current
practice in teaching Shakespeare. You can also do this after the meeting.
During the meeting

Highlight to the subject leader and Key Stage 3 coordinator why pupils are not
making expected progress in their work in Shakespeare. This can involve:
close scrutiny of selected pupils' achievement
initial scrutiny of how the existing scheme of work enables pupils to attain
high levels in assessed work.
Follow-up actions
Use the findings from the meeting to:
launch the improvement programme
make sure teachers recognise the need for it.
Whether you take a firm lead or adopt a more collaborative process with your
department, it is important to:
involve the whole department in agreeing the plan for improvement
allow teachers to maintain improvements and make further progress
independently in future.
Contextual factors
Make sure your time and expertise is matched by the department's capacity to
sustain improvement. You may need to discuss with your line manager, the school's
senior leadership team and English subject leader any of the following issues, which
may affect results.
Staff absence or shortage.
Non-specialist teachers.
Inexperienced teachers.

Ineffective teachers teaching level 4/5 borderline groups.

Timetabling concerns, for example, all afternoon lessons or lack of drama
space.
You can also consider contextual factors for the current year to agree supportive
actions.
Resources
You can download Improving teaching and learning in Shakespeare at Key Stage 3
resources and use the 'Pupil voice - questions to be asked of 10 to 12 Year 10 pupils'
template on pp.12 to help you guide the pupil interviews and complete this session.
You can use the checklist on pp.3-4 to review your current Shakespeare scheme of
work, including units across Years 7, 8 and 9.
File Attachments
Improving teaching and learning in Shakespeare at Key Stage 3
resources ( pdf 295 KB )
Support session 2
You can use this session to plan a meeting to decide how to raise pupils' attainment
in assessed Shakespeare work at Key Stage 3. You can read about the expected
outcomes, action points, resources you can use and how to prepare for the meeting.
Expected outcomes
The English department forms a clear impression of what pupils and
teachers need to do to improve attainment in assessed Shakespeare work at
Key Stage 3.
A departmental action plan is agreed.
Actions
The subject leader presents data on achievement in Shakespeare work to
the department.
The subject leader or Key Stage 3 coordinator leads the English
department in sampling a range of current Shakespeare work against the
marking scheme, to identify and agree strengths and weaknesses.

The consultant, and the subject leader or Key Stage 3 coordinator, lead
reflection on the existing scheme of work in relation to identified features of
pupils' work, drawing upon pupil interview findings where appropriate.
The draft action plan is reviewed and adapted accordingly.
Preparation
Support
The exact nature of this meeting depends on the departmental context. A less
experienced subject leader may need considerable support, although it is important
that the department is involved in and agrees the improvement plan from the start.
Looking at pupils' work can help you:
identify any weaknesses for yourself
strengthen your understanding of the requirements of studying
Shakespeare and assessing outcomes.
It is important to support inexperienced or non-specialist teachers when they are
sampling to develop understanding. Providing exemplar task responses that
demonstrate attainment at the higher levels can help to model excellence.
Long-term plan
You can use your existing long-term plan with an additional English department plan
to emphasise Shakespeare as a key part of the English curriculum. When teaching
Shakespeare, reading and writing skills are:
consciously transferred from other units
taught throughout the key stage.
This can be achieved by, for example:
familiarity with planning extended writing tasks
teaching ways of developing argument
demonstrating how to integrate quotations into essays.
The subject leader can record initial ideas on how the long-term plan might be
adapted. You may need to support and advise them on how the adaptation can be
gradually achieved over the year.

Short-term plan
Existing short-term plans for teaching Shakespeare can be evaluated through:
drawing on the findings from sampling
using the 'Checklist to review current Shakespeare scheme of work'.
You can also consider:
whether the existing short-term plan is adequate for raising achievement
the features of an effective short-term plan
recording your findings.
Once teachers understand the need for improvement, the department is:
consulted on the play and scenes to be studied for the current year, if not
already agreed
expected to study that text in preparation for departmental short-term
planning before the October half-term.
To build up a solid and assured knowledge of the set Shakespeare text, at this stage
in the year (assuming September) you can:
familiarise yourself with the play for study in Year 9
get additional support where necessary
recommend support texts and DVD versions to help inexperienced and
non-specialist teachers.
Resources
You can download Improving teaching and learning in Shakespeare at Key Stage 3
resources and use the 'Checklist to review current Shakespeare scheme of work' on
pp.34 to help you complete this session.
File Attachments
Improving teaching and learning in Shakespeare at Key Stage 3
resources ( pdf 295 KB )

Sample long-term plan

You can use this sample English department plan with an existing long-term plan to
emphasise Shakespeare as a key part of the English curriculum. This plan can help
you see how the reading and writing skills needed for studying Shakespeare link to
the wider scheme.
Year 7
Autumn 1
Reading
into
writing
Short
stories.
Teach
character/
setting
creation
and
analysis of
both.
Autumn 2
Drama
Include
Shakespeare
text.
Teach
conventions
of drama
using drama
techniques.
Spring 1
Media
and nonfiction
texts
speaking
and
listening
Include film
reviewing.
Language
to
persuade.
Language
to inform
and
describe.
Spring 2
Summer 1
Summer
2
Novel
Teach
sustained
analysis
of plot,
character
and
theme.
Trace
character
and
theme
through
the
novel.
Sustained
writing
Teach
planning
strategies
and
structure.
Build
stamina.
Poetry
Teach
analysis
of
language
and
terms for
analysis.

Year 8
Autumn 1
Media
nonfiction
reading/
speaking
and
listening
The front
page.
Sensation.
Information.
Autumn 2
Novel
Reinforce
skills of
sustained
analysis
over a
longer
text,
focusing
on themes
and
issues,
narrative
techniques
and
structure.
Spring 1
Nonfiction
writing/
speaking
and
listening
Language
to argue/
debate.
Speech
writing and
giving.
Spring 2
Summer 1
Summer 2
Novel
Poetry
Revise
analysis of
language and
terms for
analysis.
Include
Shakespeare
sonnets and
other
contemporary
sonneteers.
Reinforce
skills of
sustained
analysis
over a
longer text,
selecting a
challenging
text and
using
guided
group work
to
differentiate.
Shakespeare
Study a complete
play, making full
use of drama
strategies and
other active
engagement
techniques.
Use to extend
ICT/media skills.
Year 9
Autumn 1
Autumn 2
Reading
Reading
into
writing
Revise
wide range
of text
types to
develop
finer
reading
skills.
Revise
writing
style by
using a
range of
fiction
texts, such
as poetry
Spring 1
Spring 2
Summer 1
Summer 2
Writing
Select core
Shakespeare
text for
study
Revise
sustained
text
responses
in terms of
analysing,
critiquing
and
responding
to specific
Shakespeare
revisited
Focus on core
learning, key
pupil targets and
related issues.
Transition
unit

Autumn 1
Autumn 2
Spring 1
and prose
and
modern
drama.
Spring 2
Summer 1
questions
on
character,
theme or
action.
Support session 3
You can use this session to find out how to learn drama strategies from an expert to
help your department teach Shakespeare. You can read about the expected
outcomes, action points and how to prepare for the session.
Expected outcomes
You can draw on a wider range of engaging activities to support your
teaching of Shakespeare and other areas.
Good practice within the department is applied and shared.
Actions
An external agency, a local drama adviser or consultant, a school drama
teacher or a department member with drama expertise and experience trains
the whole department in drama strategies to teach Shakespeare. This is
based on the play as a whole and key scenes for study with Year 9.
Reflect on how these strategies can support the development of pupils
understanding of Shakespeare.
Access resources that can support drama activities in the classroom.
Share other positive strategies for developing pupil engagement.
Preparation
Review teaching plans
This session will need careful pre-planning, based on what is known of existing
practice. The consultant's review of existing teaching plans will inform the activities.
The purpose is to:
Summer 2

re-energise the teaching of Shakespeare with a clear focus on the text as

drama script
extend your knowledge of drama strategies that can be used in the
classroom for a range of texts and topics.
Alternative activity: school visit

To widen departmental practices for teaching Shakespeare, selected staff could visit
another local school with a successful record of achievement at Key Stage 3.
Further action
Complete this session before deciding on the scheme of work for teaching
Shakespeare. This can help you apply any drama strategies to the scheme of work
across Key Stage 3.
Drama activity ideas

You can use these drama activity ideas to develop pupils' understanding of
Shakespeare at Key Stage 3. You can find out how to encourage pupils to create still
images, think about locations in the play and experiment with language.
From still image to interpretation

In groups of three, pupils create still images for key themes in the play.
Give each group a key line, and ask them to create a still image for that
moment. When they present their image, they say the line and make any
accompanying sounds.
Pairs then take it in turns to recreate a character of their choice at three
key moments in the play. The three positions are shown to the rest of the
class and they are asked to guess the character.
Creating place
Pupils take each other on a guided tour of a central location in the play.
Ask your pupils to imagine that they inhabit the world of the play. They
consider what they see, call out their ideas and elaborate on that image.
Everyone in the room creates the world of the play. Pupils can be objects,
elements, characters and events. They can also make sounds or move in
particular ways, or choose music to suit the scene from suggested examples.

Playing with the language

Give pupils sections of the language to experiment with independently or in pairs.
You might work with small amounts of text to build your pupils' confidence. You can
also use the following techniques to find meanings in the rhythms and sounds of the
language.
Reading lines of verse and stressing the rhythm.
Reading a speech aloud:
moving fast at every punctuation mark, stopping to say the
words
changing the voice after every punctuation mark, moving from
high pitch to low, loud to soft.
Reading with emphasis at line beginnings, then at line endings to see the
effect.
Shouting or whispering lines across a room to a partner.
Reading a dialogue where one character repeats the last line of the
previous speaker. You might try this with Ariel and Prospero's dialogues.
Playing with status

Suggest ways in which status is shown in body language.
Pupils are given a playing card (ace is highest, two lowest).
Everyone acts out the status of their card through walking, talking and
gesturing.
Everyone decides where they belong in a status line.
Repeat these steps above but when the cards are distributed, pupils hold
them on their foreheads. Others act towards them to indicate their status and
again, make a status line.
Experiment with status in scenes.
Speak loudly, softly, at a high pitch or a low pitch. You could indicate or
orchestrate changes by raising and lowering your hand.
Apply status and voice pitch and volume to a particular scene, showing
how characters grow or diminish in a scene.
Add actions that suit the status required.
Bring about status transaction in a scene one character rises, another
falls. Add other characters, for instance four characters to laugh when
someone speaks, to give that character more or less status.
To build the sense of a battle of words, each player in a pair has an imaginary sword
(index finger) and holds their other hand behind their back. Partners have 60

seconds to touch their opponent's hand behind their back while they are speaking
their dialogue.
For further ideas consult the National Association for the Teaching of English (NATE)
drama packs.
Support session 4
You can use this session to plan a meeting to review long-term and short-term plans
for teaching Shakespeare at Key Stage 3. You can read about the expected
outcomes, resources you can use, action points and how to prepare for the session.
Expected outcomes
The English team and consultant review long-term and short-term plans
for teaching Shakespeare at Key Stage 3.
Responsibilities for drafting improved plans are agreed and deadlines and
parameters are set.
Actions
Department members discuss the progression statements to identify key
markers in Shakespeare studies.
The subject leader and consultant lead a thorough review of the current
long-term plan for Shakespeare, focused on progression and challenge.
The subject leader and consultant lead a thorough review of the current
short-term plan for teaching in Year 9. They note how effectively framework
objectives inform the required learning and what evidence is to be used to
judge pupils achievement and progress.
Pairs adapt or re-plan parts of the current Year 9 Shakespeare scheme of
work to an agreed overall purpose. They make sure there is differentiation
for all levels of ability and challenge for more able pupils.
Pairs adapt or re-plan parts of the current Year 7 and Year 8 Shakespeare
scheme of work to an agreed overall purpose.
The subject leader draws the aspects together to issue a re-drafted Key
Stage 3 scheme for teaching Shakespeare. The consultant can support the
overview of the completed scheme before teaching commences.

Preparation
Timing
This is a major re-planning session. Ideally, it could coincide with an In-Service
Training (INSET) day, otherwise the department will need to be off-timetable for at
least a half day.
Where existing practice is particularly weak:
provide clear models of what is required
be prepared to explain and explore the models in detail using the shortterm plans.
Monitoring planning
For some departments, the Year 9 short-term planning may take priority over the
Year 7 and Year 8 short-term planning. Either way, this meeting results in a clear
picture of how Shakespeare is taught across the key stage to allow gradual and
secure progression. You can monitor the planning and support for your particular
department. You might also:
draft detailed model plans to make sure effective progress is made
plan and chair a discussion about the selected play or plays that the
department will teach and the particular challenges each brings.
Teacher support
During the meeting and follow-up discussion with the subject leader, there may be
opportunities to identify which teachers need more support in taking their plans into
the classroom. However, it is the subject leader's task to support teachers, while you
help to build their coaching capability.
Further action
After the meeting, focus on individual planning or adaptation according to the
department's needs. You might also agree on your deadlines for completion and
allocate time for teachers to plan together during the school day.
The subject leader also plans for another department meeting once the whole
scheme is complete to:

check clear understanding of its requirements

plan necessary resources.
Resources
Download the following resources to complete this session.
Example of Key Stage 3 short-term plan (DOC-48 KB) Attachments .
Sample short-term lesson plan for Richard III.
Node information
Attachments Zip:
2ef94a7ab2b185dbebba1c6c2d59b7ba.zip
File Attachments
Sample short-term lesson plan for Richard III ( doc 131 KB )
Support session 5
You can use this session to plan peer observations to evaluate the scheme of
teaching Shakespeare at Key Stage 3. You can read about the expected outcomes,
action points and how to prepare for the observations.
Expected outcomes
All English staff evaluate the scheme as they teach and observe each
other, drawing on classroom experience and pupils written work.
Observations can also be recorded for future discussion.
The consultant gains a clear impression of progress and the suitability of
the current plans.
Actions
Teachers are paired with a view to peer observation and review of lesson
plans.
The consultant or subject leader supports teachers in delivering lessons
where needs are identified and addressed. For example:
writing Shakespeare essays to time (you can refer to 'Planning
and writing a sustained written response')
analysing language (you can refer to 'Language analysis')
selecting relevant quotations.

Lessons are reviewed through discussion and observations are recorded.

Pupil progress is tracked through teacher assessment and key pieces of
written work.
Pupils evaluate their own progress within the programme.
Preparation
Timetabling
This observation may be of any part of the Key Stage 3 programme. Depending on
the timing of Shakespeare activities in Year 7 and 8, you might make Year 9 lessons
the focus. You might also schedule the Year 8 Shakespeare unit in the summer term
so that it can be used to build on initial Year 9 teaching.
Teacher pairing
The precise make-up of the department can influence how teachers are paired, but
wherever possible, organise pairings so that pupils receive maximum benefit. The
weaknesses identified in the initial review can influence when a consultant
intervention is most valuable.
Planning and writing a sustained

written response
You can find out how to plan the teaching of writing, and how to take pupils through
the process of writing and evaluating achievement when responding to a question on
Shakespeare's plays. You can find out when to implement these plans and the
stages you might take in guiding pupils through this process.
Suggested timing
You can take pupils through this process:
in the latter stages of teaching the text
again for revising Shakespeare before the assessed outcome is reached.

Writing and evaluating achievement

You can take pupils through the following stages in the process of writing and
evaluating achievement, modelling each one in turn.
Analysis of the question - identifying key words and brainstorming initial
ideas.
Annotation of any specific extracts related to the question - noting the key
points, looking for key quotations and underlining key language features.
Coming up with ways of planning and formulating an argument:
within analysis
resisting chronological response
mapping out points for paragraphs
matching key quotations.
Writing the introduction to address the question and set out the argument.
Writing the topic sentences.
Bringing the writing together through:
textual connectives
good use of pronouns
references back and forth
links and contrasts in language.
Writing a conclusion.
Assessing a response at level 4 and considering how to take this to level
5.
Assessing a response at level 5 and considering how to take it to level 6 or
above.
Assessing their own response by asking:
what they can do to get to the next band
how to set a target.
Providing model essays suited to pupils' needs/attainment.
Language analysis
You can use this example of language analysis to find out how to use the Point/
Evidence/Explanation (PEE) structure when delivering lessons. You can read about
the classic PEE approach and how it can be used by pupils to extend their written
explanations.

The PEE approach

This approach aims to encourage pupils to support what they say or write with
evidence. You can find out more about using this approach to help pupils write
fluently and creatively at Point, evidence, explanation and more.
Classic PEE
Use the following quote to show pupils how they might use the PEE structure.
I have bedimmed
The noontide sun, called forth the mutinous winds,
And 'twixt the green sea and the azured vault
Set roaring war
The Tempest
Explain that Prospero's descriptions of his magical powers contribute to the sense of
spectacle. This speech shows how much power Prospero has. He can summon
'mutinous' winds the word 'mutinous' suggesting their strength.
Extending the explanation

Use the same quote to show pupils how they might extend their written explanations
when using the PEE approach.
You can again explain that Prospero's descriptions of his magical powers contribute
to the sense of spectacle, this time pointing out that the audience can visualise his
control over the elements.
Prospero's power is made explicit in the adjectives that describe the elements. It is
the 'noontide sun' that Prospero dims a miraculous feat. The winds are 'mutinous'
and he sends them to 'roaring war' with the sea, creating a vivid visual image. But the
internal rhyming and onomatopoeia of 'roaring war' also suggest the sound of the
turbulent waters. The sky is described as 'azured', indicating colour, beauty and
brilliance, while the noun 'vault' implies the spectacular extent of Prospero's
command.

Support session 6
You can use this session to plan a review of teaching Shakespeare in Year 9 and the
rest of Key Stage 3. You can read about the expected outcomes, action points and
how to prepare for the session.
Expected outcomes
The English department evaluates the re-drafted Year 9 scheme, including
any other part of the Key Stage 3 scheme that is complete by February or
March, and incorporates these findings into the re-drafting of future plans.
Teachers reflect on their own and others' teaching, and on the overall
effectiveness of plans they have followed so far.
Pupils are identified for additional support in the remaining weeks before
any formal assessment takes place.
Actions
Teachers share responses to the revised scheme of work for teaching
Shakespeare.
Pupils work is examined to see if selected pupils are on target or have
made progress in Year 7 or Year 8. You can use progression statements to
identify this progress.
Focus
Initially, this review is likely to focus on Year 9, but the consultant might emphasise
that the same reflection could be applied to Shakespeare units in Year 7 and Year 8.
The key markers of progression in Shakespeare are part of departmental
practice in the teaching of Shakespeare in Year 7.
Skills and understanding are incremental.
Teaching reiterates the success criteria regularly.
Support session 7
You can use this session to reflect on the teaching of Shakespeare at Key Stage 3
and to organise the approach for Key Stage 4. You can read about the expected
outcomes, action points and continuing improvement.

Expected outcomes
The English subject leader and Key Stage 3 coordinator identify strengths
and weaknesses in selected pupils' responses in assessed work on
Shakespeare.
The English subject leader and Key Stage 3 coordinator identify areas for
the next stage of development.
An outline action plan is agreed.
Actions
Year 9 data and pupil responses will be reviewed. Where appropriate,
compare these with pupils' work from the previous year to highlight areas of
improvement.
This session will complete the cycle. Any progress made can be added to
existing strengths and weaknesses and included in this year's plans.
Year 7 and Year 8 practice is given equal attention as Year 9 in planning
for the year, drawing on successes and continuing to improve teaching
strategies.
New contextual features that might affect progress for the year are
anticipated and plans drawn up to make sure pupils can make maximum
progress.
Continuing the improvement

This session ends one cycle of improvement and begins another. Continue to
maintain quality teaching strategies that have been built up over time, even when
there are:
changes in the staff
new plays introduced into the department for study
reductions in direct consultancy support.
The teaching strategies form a solid foundation for continued improvement. Selected
pupil responses from the current year could be filed to identify and justify the desired
long-term impact and areas for continued improvement.

Improving teaching and learning at

Key Stage 4
You can raise attainment in Key Stage 4 through improved analysis, teaching
strategies and assessment systems and read about the benefits of these support
sessions on the teaching of Shakespeare.
The study of Shakespeare is a compulsory element of Key Stages 3 and 4. GCSE
work provides an opportunity for further, wider and deeper study. You can build on
Key Stage 3 foundations to help pupils develop their:
knowledge of the context in which the plays were written and performed
understanding and enjoyment of the plays dramatic qualities
appreciation of language, ideas and contemporary relevance.
Purpose
You can use this programme to support work in Key Stage 4 by:
analysing the current and past performance of your department and pupils
to identify which key learning and teaching points to develop
extending the range of appropriate teaching strategies
refining systems for assessment and moderation.
Benefits
This programme can help your department if it:
has a high turnover of staff, which has led to inconsistency in practice
has newly qualified teachers (NQTs), graduate trainees, or overseastrained teachers or non-qualified staff working in Key Stage 4
does not have English literature specialists working in Key Stage 4
has evidence of lower attainment in Shakespeare-related work than in
other areas of English.
Expected outcomes
You can read about the expected outcomes of this support programme to guide
improvements in the study of Shakespeare at Key Stage 4.

This programme can help you achieve the following outcomes.

All English teachers can draw on a wide range of strategies for teaching
Shakespeare at Key Stage 4.
All teachers in the department have a clear understanding of the
requirements of the GCSE specification to inform their teaching.
All teachers have a clear understanding of their students learning needs
and can use this knowledge to inform their teaching.
Students become aware of their strengths and weaknesses and how to
progress.
More students achieve their highest potential GCSE grade in Shakespeare
work.
The subject leader reviews the impact of the changes to improve the
teaching of Shakespeare at Key Stage 4.
Example of implementation
programme
You can use this example of an implementation programme to help you structure
support for departments seeking to improve students' responses to Shakespeare.
You can find out what actions to complete during the support sessions, how long they
could take and when they might occur.
Time
allocated
Actions
Support session 1
Set up initial meeting between the subject leader, consultant and
department head to:
Half day
share relevant data

agree area(s) of focus
draft an action plan.
Interview Year 10 and Year 11 pupils shortly after this session to
hear their views on Shakespeare at Key Stage 4.

From this, prepare the draft action plan using Improving the teaching
of Shakespeare at Key Stage 4 action plan (DOC-25 KB)
Attachments .
Support sessions 2 and 3

Subject leader, consultant and department review the
scheme of work (pages 1 to 3 of Medium-term plan for
teaching Shakespeare at GCSE), looking at resources,
previous assessed pieces, pre-study activities, interactive
first teaching and student recording.
Carry out lesson observations.
Agree choice(s) of play.
Produce and share action plan.
Agree departmental subgroup, which meets and works
together.
Agree controlled assessment tasks (in line with awarding
body specifications and pre-release information).
Engage in Continuing professional development (CPD).
Two
days
Support session 4
Pair teachers for lesson observations and peer review with
consultant support.
One day
The consultant and subject leader monitor implementation to

evaluate the effectiveness up to and including preparations for
writing, but before the controlled assessment or exam task is
completed, referring to:
lesson observations (pages 5 to 6 of Medium-term plan
for teaching Shakespeare at GCSE)
student interviews
departmental discussion.
Half day
Support session 5

Collect, assess and moderate Shakespeare-related

assessment tasks.
The subject leader, consultant and department reflect on
learning, teaching, systems and outcomes.
Support session 6
Half day
Analyse GCSE results, including confirmation of impact of

Shakespeare-related work on final grades.
Node information
Attachments Zip:
184fb110275d15b52226274e3a5322cc.zip
File Attachments
Improving the teaching of Shakespeare at Key Stage 4 action plan ( doc
25 KB )
Medium-term plan for teaching Shakespeare at GCSE ( pdf 247 KB )
Support session 1
You can use this session to agree a draft action plan to improve students' results in
Shakespeare at Key Stage 4. You can find out about the expected outcomes, action
points and purpose of this session, and use the checklist to analyse the past and
current performance of the department and students.
Expected outcomes
The subject leader, consultant and department agree a draft action plan to
improve the teaching and learning of GCSE Shakespeare work.
Actions
The subject leader, consultant and department:
share information on the performance of the department and students
agree area(s) of focus for improving teaching and learning
draft an action plan.

The consultant interviews Year 10 and Year 11 pupils as part of gathering

information on students' responses to Shakespeare.
Purpose
This session can help the subject leader and department find out why students are
not achieving better results in their Shakespeare work. When designing the action
plan, the subject leader might also explore delicate issues such as teacher subject
knowledge or teacher absence.
The consultant might also explain data on the performance of individual students to
help give the subject leader and class teachers more confidence to engage in
focused improvement work.
Checklist
You can use this checklist to complete an analysis of the past and current
performance of your department and students.
analysis of Key Stage 3 students' results and review of Key Stage 3
scheme of work to find out how much teaching took place on written
responses to Shakespeare
scrutiny of current or previous year's units focusing on responses to
Shakespear, including:
comparing Shakespeare work to other pieces
identifying whether the problems are the same or different ones.
use of general and particular examiners and moderators' reports
analysis of Key Stage 4 curriculum (10 per cent of assessment), including
the following questions.
When was it taught?
How long for?
Should it include homework time?
How is Shakespeare teaching integrated with other literary or
poetry analysis (for example, linked controlled assessment task in
the Welsh Joint Education Committee (WJEC) Poetry Anthology)?
interviews with Year 10 and Year 11 students. You can refer to the
interview questions for ideas on how to approach this.
File Attachments
Improving the teaching of Shakespeare at Key Stage 4 action plan ( doc
25 KB )

Interview questions
You can use these questions to interview Year 10 and Year 11 student about their
experiences of Shakespeare teaching both before and during their GCSE course.
Pre-GCSE Shakespeare teaching

Which Shakespeare plays have you already studied at school and in
which years?
What do you find hard about studying a Shakespeare play?
What sorts of activities helped you to learn about the plays you studied?
What reading skills have you used to help you read a Shakespeare play?
What kind of writing skills have you used to write about a Shakespeare
play?
Where else in English have you used the same skills?
What have you enjoyed about studying Shakespeares plays before this
year?
GCSE Shakespeare teaching

How have you moved on from your Year 9 reading, talking and
understanding of writing about Shakespeare?
Do you think the choice of play for GCSE was right for Year 10?
What did you find hard about studying Shakespeare for GCSE?
What skills were you taught to help you with your coursework?
What helped you most with preparing for your Shakespeare coursework?
What helped you most with writing your Shakespeare coursework?
What have you enjoyed most about studying Shakespeare for GCSE?
Support session 2
You can use this session to review the teaching and learning of GCSE Shakespeare
and produce an action plan. You can find out about the expected outcomes and
action points, and read a checklist of what to achieve in this session and how the
consultant can provide support.
Expected outcomes
The subject leader and department are fully aware of strengths and
weaknesses in GCSE Shakespeare learning and teaching.
The subject leader and department agree the refined action plan.

Actions
The subject leader and department:
review the scheme of work, resources and previous, assessed pieces

carry out lesson observations
agree choice(s) of play(s)
produce and share an action plan.
Checklist
You can use this list to make sure you have accomplished all you set out to do in the
session. By the end you should have completed:
a discussion of choice of play, considering, for example:
ability range
progression or continuity from Key Stage 3
teacher's subject knowledge
an observation of Year 10 Shakespeare teaching needs, focusing on
relevant areas
an action plan that contains a manageable number of specific, measurable
actions.
Consultant support
The consultant can support:
less experienced subject leaders in agreeing the action plan and ensuring
that the whole department is engaged in it and supports it
the actual production of the plan with a suggested format
the subject leader in shaping high-impact, low-tariff actions.
This session can help to:
define the key high-impact, low-tariff actions
set appropriate terms of reference for the working group to follow in the
next session.
Resources
You can download Medium-term plan for teaching Shakespeare at GCSE and use
pages 1 to 3 of the document to complete this session.

File Attachments
Support session 3
You can use this session to set up a departmental working party to re-energise the
teaching of Shakespeare at GCSE. You can find out about the expected outcomes
and action points, and read a checklist of what to achieve in this session and the
aims of the departmental working party.
Expected outcomes
Good practice in the department is shared.
Teachers will be able to draw on a greater repertoire of engaging teaching
activities for GCSE Shakespeare coursework.
Appropriate controlled assessment task(s) will help students to reach the
desired range of grades.
Efficient controlled assessment or exam preparation systems will underpin
the learning and teaching of Shakespeare.
Actions
Departmental subgroup is agreed, meets and works together.
Controlled assessment tasks (in line with awarding body specifications
and pre-release information) are agreed.
Continuing professional development (CPD) takes place.
Checklist
You can use this list to make sure you have achieved all you set out to in the
session.
Agreed task setting to match GCSE assessment objectives and grade
descriptors including:
context (where set as part of the assessed unit)
stagecraft
impact on audience
comparison (both with Shakespeare texts and other works,
such as poetry)
themes and ideas
characters, voice and relationships
structures.

Framework for supporting writing.

How to support ongoing student recording of their learning.
Aims of the departmental working party

The departmental working party can help to:
address teachers' subject knowledge
successfully complete tasks on the action plan
influence others.
It may be useful for the consultant and subject leader to discuss these points,
particularly any timing concerns, so the actions can take place before the scheduled
teaching slot. As teacher time is a key consideration, it might be useful to:
keep senior management informed and involved in the process (this could
be done by the consultant)
plan the training or workshop session on a school in-service training
(INSET) day
get the department off timetable for half a day.
You can re-energise the teaching of Shakespeare by organising:
consultant workshop sessions to improve and share relevant Shakespeare
subject knowledge
teacher visits to a local school that has a successful record of attainment
in Shakespeare
a visiting theatre practitioner or group to run a workshop for teachers.
Support session 4
You can use this session to review and improve GCSE Shakespeare work and to
agree the procedure to review ongoing processes and systems. You can find out
about the expected outcomes and action points, and read a checklist of what to
achieve in this session and how to use catch-up procedures for students.
Expected outcomes
New, refined approaches towards Shakespeare GCSE work are implemented for the
Year 11 cohort.

Actions
Observe lessons.
Consultant interviews pupils.
Department reviews progress and impact.
Implement findings of the review in the classroom.
Implement agreed student catch-up procedures.
Checklist
session.
Clearly defined focus of lesson observation.
Perceptions of progress and achievement are elicited in student
interviews. For suggested interview questions, you can refer to the questions
in support session 1.
Catch-up procedure
The consultant can help students catch up by using teaching materials or practical
sessions. He or she can also continue to review ongoing processes and systems,
although there may be absent students or those with particular needs who require a
different approach.
Resources
the 'Key Stage 4 Shakespeare lesson observation sheet' (pages 5 to 6) to complete
your lesson observation for this session.
File Attachments
Support session 5
You can use this session to plan a self-review of learning and teaching GCSE
Shakespeare. You can find out about the expected outcomes and action points, and

read a checklist on what to achieve in this session and how to support lessexperienced subject leaders.
Expected outcomes
All Key Stage 4 teachers are involved in a review of Shakespeare learning
and teaching. This review involves collecting Shakespeare-related
assessment tasks, looking at differences and similarities between how the
assessment tasks have been marked, and reaching an agreement on the
level of the students.
Controlled assessment tasks are assessed, moderated and stored.
Actions
Collect, assess and moderate Shakespeare-related assessment tasks.
The subject leader, consultant and department reflect on learning,
teaching, systems and outcomes.
Checklist
session.
Use of assessment objectives and grade descriptors, provided by the
GCSE board for assessment, is established practice.
Highlight the grade descriptors that relate to students' work during the
moderation process.
Highlight the advantages of early, regular moderation to monitor student
progress and task setting.
Supporting subject leaders

This session can help you see the process of moderation as an important part of
raising attainment rather than as an optional extra.
Less-experienced subject leaders may be supported in:
planning departmental time in advance to include all the major staging
posts of the year (this includes GCSE examinations and mock examinations)
developing a method to regularly reflect on teaching and students
learning.

Support session 6
You can use this session to plan an analysis of GCSE results in Shakespeare. You
can find out about the expected outcomes and action points, and read a checklist of
what to achieve in this session and how to continue the process of reviewing and
reporting.
Expected outcomes
Analysis of GCSE results leads to improvements in learning and teaching.
Actions
The subject leader and consultant analyse GCSE results and share
findings with the department.
The subject leader and department agree implementation of refinements
to learning and teaching.
Checklist
This session should result in an established routine of sharing, analysing and using
data to meet students learning needs.
Continuing to review and report

The improvement work done last year can be seen as part of a continuous process of
responding to students learning needs and GCSE requirements.
Related Links
ShakespeaRE-Told
Royal Shakespeare Company
Shakespeare's Globe

Shakespeare learning activities

You can use these learning activities in your lessons to help students engage with
Shakespeare's texts at Key Stage 4. You can find out the focus of these activities
and how to use them to work towards students' controlled assessment tasks.
Focus
These learning activities are based on interactive teaching, which means that you are
actively involved in planning GCSE controlled assessment tasks. You can also take a
proactive approach to teaching and engage your students through these learning
activities.
Controlled assessment tasks

The controlled assessment tasks help students work towards the learning outcome.
You can use these activity ideas in your teaching to help students prepare for their
assessment task.
Preparing for reading

You can use the following activities to help you prepare your students for reading
Shakespeare's texts. You can introduce activities involving research, pictures, games
and drama to help students explore Shakespeare at Key Stage 4.
Research
By setting targeted research tasks, students can explore:
contemporary links to genre, theme, characters, relationships and
motivation
plot, previous productions or adaptations and actors who have famously
played the main characters, using the library or named websites such as:
Shakespeare's Globe
ShakespeaRe-Told.

Exploring pictures
Students can look at the following pictures to complete activities, which involve
talking and writing.
Stills from productions (see Royal Shakespeare Company). Students can
tell the story to go with the picture and consider the following questions.
What are the themes?
What do the images suggest to you about the characters, their
feelings and relationships?
Pictures of famous actors.
Who should play which character in Shakespeare's plays?
Famous paintings of the characters.
Who do they represent?
Students can complete the following picture-based activities.
Using collage, create publicity posters for a new play production.
Using pictures of anonymous people from magazines or advertisements,
discuss which characters they might play.
Referring to pictures of stereotypes in film and soap opera, introduce
characters from Shakespeare's plays.
Games
Games can be used to explore plot and language. You could use the following ideas
to introduce games in your classes.
Students can summarise the plot of the play or one scene into a few
sections and write these onto cards. They can:
put the cards in sequence
read out contents of the cards or mime the sequence.
Students can write important quotations onto the cards to match the
commentary on them.
Using the quotations on the cards, or on an overhead transparency,
students can take it in turns to read aloud the key words to introduce themes
within the play.
Drama
In groups, students can represent moods or scenarios through acting out a
still image.

Related Links
ShakespeaRe-Told
Shakespeare's Globe
During reading
Use the following activities to help you guide students' reading of Shakespeare's
texts. You can introduce activities involving games, drama, acting and speaking, and
watching different productions to help students explore Shakespeare at Key Stage 4.
Games
Games can be used to help students explore characters. You could use some of the
following ideas to introduce games in your classes.
Sort or sequence character cards in various ways.
Who go together?
Who are opposites or enemies?
Match names to descriptions.
Students can each pick up a character card, saying the name of
the character then something about them.
One student can pick up a card and say something about the
character without saying the name, then ask other students to
identify them.
Prepare a This is your Life book for a character.
On the board, draw zones of effect or influence around a character, asking
pupils to talk you through where to position them.
Drama
You can use drama activities to help students explore characters. The following ideas
can help you encourage students to engage with their reading of Shakespeare.
In groups, students can create a still image of a key scene or moment and
talk about it.
Use students' knowledge of reality TV to present characters on Jerry
Springer, Tricia or Big Brother.
Students can create a status picture of all the characters from most to
least powerful at the start of the play. For example, characters with special

ties can hold the same coloured paper or wool. Compare this to the end of
the play and discard or rearrange the ties.
Introduce the concept of conscience alley, where one student is a
character at a key moment while another student speaks his or her thoughts
aloud.
In groups, ask students to prepare and give a five-minute performance
from previous plot summary cards and to identify major quotes.
Acting and speaking

You can use the following drama and speaking activities to encourage pupils to
explore actively Shakespeare's language.
Students 'walk' through a speech, turning 90 degrees for a comma, dash
or inverted comma and 180 degrees for all other punctuation marks. They
then reflect on:
how they feel and how the character feels
how to walk differently to reflect the characters feelings or
situation.
Students walk the rhythm of the speech using a heavy foot on the stressed
syllables. Discuss what this reveals about the characters feelings.
In pairs, students speak key lines to each other using a limited range of
movement. This includes moving backwards, forwards, turning away, turning
towards each other, sitting down and standing up. They can then discuss the
reasons for these movements and their effects.
Students describe or create images conjured up by a speech. For
example, how does soft and delicate desires (Much Ado About Nothing)
create a different image from our fears in Banquo stick deep (Macbeth)?
Divide students into two groups to say one of the following pieces.
Two characters lines.
A characters lines in one scene juxtaposed with their lines in a
later scene, for example in Much Ado About Nothing, Benedick,
before and after the trickery, says 'I cannot endure my Lady
Tongue' (Act 2 Scene 1) and 'for I will be horribly in love with her'
(Act 2 Scene 3).
Students can identify key lines from the text to create a 'machine' that
represents a characters state of mind. For example, a Lady Macbeth 'mind
machine' using the sleepwalking scene.
Provide or agree appropriate actions for students to make while
saying their chosen line.
Choose three students to begin in the middle; ask the others to
stand in a circle around them and gradually join in with their line
and action, while walking around the original three.
Explore how students feel.

Watching different productions

Try some of these ideas to help students explore different interpretations of
Shakespeare's work.
Agree, as a department, when and how to use film versions. They could
be used to:
discuss stagecraft
explore language
compare good and bad or original and modern versions
discuss what is left out and why
prepare for a controlled assessment task that specifically uses
or focuses on film or audio versions of the play.
Agree, as a department, on an adaptable support sheet for students to use
when watching a scene.
Arrange a theatre visit or hold a visiting theatre group performance or
workshop at school.
Resources
the 'Pupil support sheet for analysing a Shakespeare scene' (page 4) to support this
session.
File Attachments
Preparing for controlled

assessment tasks
You can use the following activities to help you prepare students for completing
controlled assessment tasks. You can find out how to teach them to record their
learning and provide a framework for their writing to help them explore Shakespeare
at Key Stage 4.

Recording their learning

In order for students to understand the purpose of the learning objectives,
you can ask them to agree what they will need to know to complete the
controlled assessment task.
Using 'point, evidence and explanation' (PEE - see Point, evidence,
explanation and more), students can model and complete shared writing on:
character and voice
relationship
motivation
theme
interpretation
effect on audience
stagecraft.
This approach can help students record what they have learned in each lesson on
specific issues related to the controlled assessment task. You can also use this
information to analyse your students' vocabulary and writing.
Ask students to keep a notebook or journal of what they learn each lesson.
They can record key quotations to prepare for essay writing later.
You can use a plenary in each lesson to help students review their
learning. Regularly encourage students to read and comment on each
others' notebooks. Students can use their notebooks to:
lead recap starters
share in the review of learning in plenary sessions.
You can use the relevant part of the mark scheme with students to help
them:
to shape their practice writing
with self-assessment
with peer-assessment.
You can provide models of writing from the previous years controlled
assessment tasks for students to mark and discuss.
Providing a framework for writing

Give students a simple framework to write their responses within. For
example, you can ask them to write a three-part essay with:
a one-paragraph introduction (overview and context in relation
to question asked)
three to six paragraphs for the main body (apply PEE to
identified key points)
a one-paragraph conclusion (echo wording of question, sum up
your answer)
or

introduction (what?)
main body (how?)
conclusion (wow!).
Demonstrate how students can analyse task requirements. You can ask
them to highlight key words in the task question to identify the main
ingredients of the essay.
Model and share planning of the essay and ask students to suggest some
of the key points to include, such as what links need to be made to other
texts and where.
Revise appropriate connectives to use for sequencing, emphasising,
contrasting, comparing and so on; ask students to choose some of the
connectives and put them on their planning sheet.
Revise vocabulary of linguistic analysis and writers intentions or effects.
You can ask students to select some to include on their planning sheet.
Monitoring achievement and

progress
You can use the following criteria, as part of your ongoing lesson planning and
preparation, to monitor the achievement and progress of pupils as they work towards
their controlled assessment tasks in Shakespeare at Key Stage 4.
Criteria for monitoring

Use this list to monitor the achievement and progress of your students.
As a department, agree whether homework on a set task is appropriate for
your students.
During lesson preparation, provide a success criteria sheet for students to
use to:
support their writing
enable self-assessment sessions
enable peer-assessment sessions.
Set short-term targets for each lesson and homework task.
Monitor those targets and support individual students by adjusting and
renegotiating tasks as needed.
Plan your lessons by discussing and annotating plans and practice
responses as students are writing them.

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Teaching and Learning Resources p.

Teaching Shakespeare: models of

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Teaching and Learning Resources p.2

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Teaching and Learning Resources p.3

Supporting transition from Key

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What are the benefits?

The benefits for schools

The benefits for pupils

Example of action planning

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Teaching and Learning Resources p.6

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Protected noncontact time to:

Teaching and Learning Resources p.7

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Teaching and Learning Resources p.8

Support network established among partnership schools.

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Teaching and Learning Resources p.9

assignments, essays, projects, etc. to highlight some of the challenges

Distributing pupil questionnaires

Identifying literacy departments

Sharing examples of work and action

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Teaching and Learning Resources p.10

'Primary pupil questionnaire' pp.12.

Sample initial meeting agenda

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Teaching and Learning Resources p.11

Plan the day's aim

Plan the day's focus

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Teaching and Learning Resources p.12

Include reflection time

Sample primary partnership day

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Teaching and Learning Resources p.13

Players read a section of speech and plan how to deliver lines

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Teaching and Learning Resources p.14

Using the sample agenda

Sample feedback meeting agenda

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Teaching and Learning Resources p.16

Deadlines for collation of information and resources agreed.

Identify criteria for pupil selection

Develop cross-curricular work

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Teaching and Learning Resources p.17

Consultant to support the drama experience day.

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Teaching and Learning Resources p.18

Involve the subject leader

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Teaching and Learning Resources p.19