develop knowledge and understanding of the requirements for teaching Shakespeare at Key Stage 3

1. Today’s Learning Objectives: • develop knowledge and understanding of the requirements for teaching Shakespeare at Key Stage 3 • develop knowledge and understanding in order to plan a scheme of work to teach Shakespeare at Key stage 3 • explore pupil misconceptions and errors with reference to the works of Shakespeare • develop a range of strategies to teach Shakespeare with confidence at Key Stage 3 so as to ensure that pupils gain access to the text at their own ability level Teaching Shakespeare at Key Stage 3

2. Meeting the literature requirements of the National Curriculum • The National Curriculum for English prescribes the range of literature to be studied over Key Stages 3 and 4: • two Shakespeare plays;

3. A reminder… The Importance of Long Term Planning Departments should map out when and where they will teach whole texts, and occasional opportunities to revisit different types of text over the five years. For example, pupils may encounter scenes by Shakespeare in primary school, or in Year 7, before studying a whole play in Year 8 or 9. (KS3 Framework 2001)

4. Teaching Shakespeare: Issues and Considerations BenefitsDifficulties/Obstacles (including pupils’ perceptions)

5. Shakespeare at Key Stage 3: • Year 9 SATs Assessment • Key Stage 3 Framework Objectives

6. Key Stage 3 SATs: Shakespeare Set Plays, 2008 The Tempest Much Ado About Nothing Richard III Further details about the set scenes from each of the plays is included in seminar packs.

7. Key Stage 3 English tests: An overview

8. The Shakespeare paper • Each question (one for each of the three plays) will: • contain a task based on two extracts, one from each of the set sections will be based on one of the following four areas of assessment: • text in performance • character and motivation • language of the text • ideas, themes and issues. • The three papers may each cover a different area of assessment. This ensures that all areas are covered across the different plays over time and that the areas of assessment selected are best suited to the set sections.

11. Assessment focuses • This task targets the text in performance, and assesses pupils’ ability to: • ■ select information from the sections, and use quotations and reference to support their points • (AF 2); • ■ appreciate how the structure and organisation of scenes contribute to dramatic effect (AF 4); • ■ comment on Macbeth’s use of language (AF 5).

12. Reading Criteria: Shakespeare Paper Mark Scheme Commentary shows some understanding of how Macbeth’s reactions might be portrayed on stage, e.g. in the first extract (he would act with courage, as if it’s the final decision) and in the second, (he could show he is scared but trying to reassure himself). Some exploration of the ways the actor could show Macbeth’s reactions (he should act fidgety because he is scared to tell his wife he does not want to murder Duncan), though the same quality may not be evident throughout. Advice on direction shows awareness of Macbeth’s use of language (I would make him shout when he calls the servant because he wants to show he is in charge), and ideas are supported by references to the text. 10, 11, 12 Band 4

13. Reading Criteria: Shakespeare Paper Mark Scheme Task Locate the mark scheme for the SATs Macbeth question in your seminar pack. Highlight the key words/phrases which characterize the typical features of answers within each of the other mark bands.

14. Reading for meaning Year 7 5.2. identify and understand the main ideas, viewpoints, themes and purposes in texts Year 8 5.2 trace the development of themes, values or ideas in texts; 5.2 respond to a text by making precise points and providing relevant evidence in support of those points Year 9 5.2 analyse a range of ideas and respond to differing viewpoints and themes in texts 5.2 build an interpretation of a whole text, recognising links between ideas/themes/ characters + give evidence

15. Drama Year 7 Year 8 Year 9 4.1 use specific dramatic approaches and conventions in structured ways to explore ideas, texts, issues. 4.2 Evaluate the impact/effectiveness of a range of dramatic techniques 4.1 use a wide variety of dramatic approaches to analyse complex / challenging ideas, issues, themes. 4.2 analyse, in and out of role, the use, impact and effect of dramatic conventions 4.1 explore ideas, texts and issues through a variety of dramatic approaches 4.2 comment on the effectiveness of dramatic conventions and techniques used

16. Study of literary texts Where is this in the Framework? Year 7 Year 8 Year 9

17. By the end of Key Stage 3… extend their understanding of literary heritage by relating major writers to their historical context, and explaining their appeal over time; How do we ensure our pupils appreciate this? How might we tackle this in the classroom?

18. First Contact…

19. The Relevance of Shakespeare’s Plays • Can you think of any modern day situations/issues that could be used as starting points for approaching these plays? • What resources might you gather to use with a Key Stage 3 class? Macbeth: a well-respected man commits crimes and lies to get what he wants. The Tempest: a father and child are exiled from their homeland. Romeo and Juliet: two young people act against their parents’ wishes. Richard II: a king puts his own personal wants/needs before those of his country. Henry V: a king makes war heroes of his troops.

20. Accessing Difficult Texts: Understanding Shakespeare • Discuss the following points with those near to you: • what strategies might you use to encourage pupils to read aloud/use Shakespeare’s language in performance? • what strategies could you use to help pupils better understand Shakespeare’s language and its meaning?