Introductory guidance for teachers
Active Shakespeare:Capturing evidence of learning
For: • English teachers
• English subject leaders
QCDA/10/4813
First published in March 2010
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Contents
What is the purpose of these materials? ���������������������������������������������������������������4
How do the materials work? �����������������������������������������������������������������������������������4
How should the materials be used? �����������������������������������������������������������������������5
Using these materials to support progression and continuity ������������������������������5
Differentiating the materials �����������������������������������������������������������������������������������6
How can the materials help me to assess my pupils? �������������������������������������������6
Exemplification files �������������������������������������������������������������������������������������������������7
Useful links and resources ���������������������������������������������������������������������������������������8
Annex ������������������������������������������������������������������������������������������������������������������������9
Example medium term plan 1 – Exploring viewpoint in The Tempest ��������������10
− Medium-term plan (MTP) – Sheet 1
− Medium-term plan (MTP) – Sheet 2
Example medium term plan 1 – The soliloquies of Romeo and Juliet ��������������12
− Medium-term plan (MTP) – Sheet 1
− Medium-term plan (MTP) – Sheet 2
Capturing oral evidence ������������������������������������������������������������������������������������14
Examples of different approaches to developing and embedding Shakespeare into the Key Stage 3 curriculum ���������������������������������������������������15
Identifying development priorities to improve planning for progression in Shakespeare ���������������������������������������������������������������������������������������������������16
4 Introductory guidance for teachers
Active Shakespeare: Capturing evidence of learning at Key Stage 3
What is the purpose of these materials?Shakespeare’s unique place in English culture and literature is recognised in his position as the only author in the English National Curriculum (NC) that all pupils are guaranteed to study. If the study of a play by Shakespeare is a key experience that all pupils in Key Stage 3 will share, it is essential that it is enjoyable accessible and inspiring, laying down strong foundations for future study and enjoyment.
QCDA has worked with Globe Education and the Royal Shakespeare Company to develop six sets of materials to support the teaching and assessment of Shakespeare at Key Stage 3. There are two sets of Active Shakespeare materials available to support each of As You Like It, Romeo and Juliet and The Tempest. They are designed to encourage lively and active approaches to teaching and learning that see the text as something to be performed as well as ensuring that Shakespeare remains an integral part of your ongoing assessment of pupils’ reading. The materials are not statutory; they are optional resources and are designed to be compatible with the Assessment for Learning Strategy1 and the approaches to teaching Shakespeare in Shakespeare for all ages and stages2.
How do the materials work?Each set of materials consists of a range of practical activities designed to engage pupils, develop their understanding of the play and prepare them for a synoptic task that draws on all of their experiences.
Both the activities and the final synoptic task provide opportunities to capture a range of oral and written evidence of pupils’ understanding of Shakespeare linked to the assessment focuses for reading. This information can later contribute to periodic assessment using the Assessing Pupils’ Progress (APP) assessment guidelines.
Each set of materials includes:
• Teachers’ notes outlining the activities and where they offer opportunities to capture assessment evidence. The notes also contain opportunities for you to take individual activities further should you wish to
• A reflection log for pupils to record discussions, thoughts, ideas and experiences throughout the activities in order to capture evidence of their learning
• Teacher resources to support the activities in the form of adaptable, photocopiable sheets and, in some cases, downloadable video clips
1 The Assessment for Learning Strategy, DCSF–00341–20082 Shakespeare for all ages and stages, DCSF– 00470–2008
Introductory guidance for teachers 5
• Exemplification files providing annotated versions of a sample of pupils’ work showing evidence of attainment for different assessment focuses that would contribute to an overall level for reading
The materials are not designed as ‘stand alone’ units of work but assume that pupils have a solid understanding of the plot, characters and themes which will require introductory teaching of the play. Two sample medium-term plans, showing how the materials could be used when studying the whole play, are included in Annexes 1 and 2.
How should the materials be used?The materials can be used flexibly and you may wish to spend longer or shorter on different activities depending on pupil interest and understanding and the time available.
You may also wish to customise the materials to better reflect pupils’ needs, interests and abilities, or to allow pupils to pursue an area of particular interest to them. This could be done by:
• editing the materials to focus more closely on particular elements you want to prioritise
• using some or all of the ‘Additional Introductory’ or ‘Taking it further’ activities
The materials have been designed to be used at any point during Key Stage 3. However, you should use your professional judgement to decide which units will best suit pupils’ needs according to their age and ability.
Many of the ideas, activities and approaches in the materials are also applicable in different contexts and you may wish to explore ways of using them with other Shakespeare plays or in other parts of the reading curriculum. The approaches in these materials also support the use of appropriate oral evidence to assess attainment in reading which may be established or developing practice within your classroom. Suggestions for manageable ways to capture oral evidence are included in Annex 3.
Using these materials to support progression and continuityAll pupils are expected to read, understand and respond to a play by Shakespeare as part of GCSE English at Key Stage 4, and many pupils will have some experience of Shakespeare prior to Key Stage 3, so using these units to plan for progression in pupils’ experience of Shakespeare will need to take pupils’ prior experience into account. Ideally, pupils’ experience of Shakespeare should be integrated across Key Stage 3, building on their previous knowledge and understanding and preparing them for future learning. Annex 4 contains examples of different approaches to developing pupils’ experience and understanding of Shakespeare across the key stage. Also included in Annex 5 is an audit tool to help you identify development priorities in planning for progression in Shakespeare.
6 Introductory guidance for teachers
Each set of materials targets specific APP reading assessment focuses and has also been linked to the strands of progression in the National Strategies Framework. You can use this flexibility to determine the appropriate specific learning objectives for your pupils in order to ensure effective learning and progress. This is illustrated in the sample medium-term plans (MTP) in Annexes 1 and 2, which make explicit links to the relevant framework objectives and key concepts of the Key Stage 3 National Curriculum programme of study for English.
Differentiating the materialsSome of the resources provided are available in differentiated versions, in order to assist you in adapting the tasks and activities to support pupils of different abilities. If designing your scheme of learning to incorporate one of the sets of materials, you may wish to adapt particular tasks or activities to enhance pupils’ experience, for example by
• providing a more structured framework for a task, or for more able pupils, allowing for greater independence in their choices within the tasks
• asking less able pupils to focus on shorter sections of the text or fewer extracts or allowing more able pupils to select their own extracts rather than necessarily using the ones suggested
All resources provided are available in adaptable MS Word format, in order to make any revisions and adaptations straightforward.
How can the materials help me to assess my pupils?The materials provide you with a way of capturing assessment information and integrating this into your ongoing teaching of Shakespeare, supporting the Assessing Pupils’ Progress (APP) approach.
As each set of materials targets several reading assessment focuses, it provides a varied range of evidence which will contribute towards a periodic review of pupils’ progress in reading using the APP assessment guidelines. However, because the materials relate to a single text and do not cover the full range of assessment focuses, they will not provide sufficient evidence on their own to make an overall judgement of a pupil’s reading level across the range of assessment focuses.
The activities also provide significant oral evidence of understanding through pupils’ contributions to practical activities, the ideas they express in discussions, the questions they ask and their interactions with others in the class. Whilst it is not necessary to keep detailed oral records, if you do decide to use oral evidence, you might find it helpful to have a notepad or sticky notes available to jot down the most relevant examples of things pupils say, which may contribute to your overall judgement at a later date. The materials are primarily intended to assess reading; however, the range of activities included will also provide many opportunities to capture evidence for the assessment of speaking and listening and writing.
Introductory guidance for teachers 7
Exemplification filesIncluded with the materials is a suite of exemplification files, which demonstrates the range of evidence that might be generated by pupils working through the materials, including the response to the synoptic task at the end. The Exemplification Files contain examples of work assessed at Levels 4 – 7, although pupils may generate evidence of work assessed at higher or lower levels based on the activities.
8 Introductory guidance for teachers
Useful links and resourcesGlobe Education’s ‘Globelink’The Globelink on-line resource centre contains a range of materials to assist the exploration of Shakespeare in performance including rehearsal notes and actors’ blogs, slide shows of production images and interviews with actors and directors.
http://www.globelink.org/resourcecentre/
Royal Shakespeare CompanyThe RSC’s ‘Exploring Shakespeare’ site looks in detail at how a production team works with actors, designers and others to translate their interpretation of the play into theatre. The resources available include games, interviews, video extracts, photo galleries and teachers’ notes.
http://www.rsc.org.uk/explore/index.htm
The National StrategiesThe National Strategies website includes a section on improving the teaching of Shakespeare. Here you can find a range of material including guidance for teaching Shakespeare in Key Stage 3, resources for using ICT to teach Shakespeare in Years 7 and 8, ‘Shakespeare for all ages and stages’ and downloadable audio files of a performance of Romeo and Juliet and Macbeth alongside interviews with the director and some of the actors.
http://nationalstrategies.standards.dcsf.gov.uk/search/secondary/results/nav%3A46125
Teaching for Progression: Speaking and listeningThis National Strategies resource contains a helpful glossary and exemplification of drama teaching approaches as well as effective strategies for group discussion, both of which will support teachers intending to use the Shakespeare assessment tasks with their pupils
Shakespeare for all ages and stages This booklet contains a suggested framework of opportunities and experiences, designed to help children and young people – regardless of their age, their stage of learning or their level of attainment – to make steady progress in their understanding and enjoyment of Shakespeare
www.teachernet.gov.uk/publications
Annex
10 Introductory guidance for teachersA
nnex
1:
Exam
ple
med
ium
-ter
m p
lan
1 –
Expl
orin
g vi
ewpo
int
in T
he T
empe
st
Med
ium
-ter
m p
lan
(MTP
) ––
Shee
t 1
Exp
lori
ng v
iew
po
int
in
The
Tem
pes
tYe
ar 8
Term
3D
urat
ion:
4 w
eeks
Uni
t O
verv
iew
Wee
k 1 (le
sso
ns 1
-3):
Pup
ils a
re f
amili
aris
ed w
ith t
he p
lot
and
mai
n ch
arac
ters
of t
he fu
ll te
xt t
hro
ugh
the
anim
ated
ver
sio
n an
d b
egin
to
focu
s o
n ch
arac
ter;
Wee
k 2 (le
sso
ns 4
-6):
Pup
ils e
xplo
re t
he fe
elin
gs
of a
cho
sen
char
acte
r, th
eir
rela
tions
hip
with
oth
er c
hara
cter
s an
d e
ngag
e w
ith k
ey s
cene
s fr
om
acr
oss
the
pla
y, fo
cusi
ng in
par
ticul
ar o
n al
tern
ativ
e in
terp
reta
tions
of t
he t
ext
and
the
ir ch
ose
n ke
y ch
arac
ter
– th
ey b
egin
to
use
the
Act
ive
Shak
esp
eare
mat
eria
ls;
Wee
k 3 (le
sso
ns
7-9
): P
upils
co
nsid
er a
ltern
ativ
e vi
ewp
oin
ts a
nd in
terp
reta
tions
of t
he is
land
, fo
cusi
ng o
n m
agic
and
so
und
Stag
e 4 –
(le
sso
ns 1
0-1
2):
Pup
ils e
ngag
e w
ith S
hake
spea
re’s
use
of l
ang
uag
e th
roug
h d
ram
a, s
pee
ch, w
alki
ng t
he t
ext
and
exp
erim
entin
g w
ith li
ne d
eliv
ery,
ask
ing
key
que
stio
ns o
f the
te
xt a
nd t
hem
selv
es, b
efo
re c
om
ple
ting
the
syn
op
tic t
ask
whi
ch d
raw
s to
get
her
thei
r le
arni
ng.
Link
to
key
co
ncep
ts
The
med
ium
-ter
m p
lan
aim
s to
:
• p
rovi
de
op
po
rtun
ities
for
pup
ils t
o re
ad a
nd re
spo
nd t
o t
he t
ext
and
to
und
erst
and
the
co
nven
tions
of w
ritte
n la
ngua
ge
(co
mp
eten
ce);
• d
evel
op
pup
ils’ a
bili
ty t
o m
ake
fres
h co
nnec
tions
bet
wee
n id
eas
and
use
inve
ntiv
e ap
pro
ache
s w
hen
answ
erin
g q
uest
ions
. It
will
sup
po
rt t
hem
in d
evel
op
ing
idea
s an
d t
akin
g r
isks
in
th
eir
alte
rnat
ive
inte
rpre
tatio
ns o
f The
Tem
pes
t (c
reat
ivity
);
• en
cour
age
pup
ils t
o c
ons
ider
ho
w la
ngua
ge
varie
s ac
cord
ing
to
cul
ture
and
tra
diti
on
(cul
tura
l und
erst
and
ing
);
• p
rovi
de
op
po
rtun
ities
for
pup
ils t
o e
ngag
e w
ith id
eas
thro
ugh
the
text
, exp
lore
oth
ers’
idea
s, a
s w
ell a
s an
alys
ing
and
eva
luat
ing
ho
w m
eani
ng is
sha
ped
by
writ
ten
and
sp
oke
n
lang
uag
e (c
ritic
al u
nder
stan
din
g).
Key
lear
ning
fo
cus
Tem
pes
t U
nit
5.1
– D
evel
op
ing
and
ad
aptin
g a
ctiv
e re
adin
g s
kills
and
str
ateg
ies
5.2
– U
nder
stan
din
g a
nd r
esp
ond
ing
to
idea
s, v
iew
po
ints
, th
emes
and
pur
po
ses
in
text
s
6.2
– A
naly
sing
ho
w w
rite
rs’
use
of
ling
uist
ic a
nd li
tera
ry f
eatu
res
shap
es a
nd in
flue
nces
m
eani
ng
10.2
- C
om
men
ting
on
lang
uag
e us
e
*Key
Fra
mew
ork
Ob
ject
ives
in b
old
.
Ass
essm
ent
op
po
rtun
itie
s
The
focu
s o
f thi
s un
it is
read
ing
, hen
ce t
he re
adin
g a
sses
smen
t fo
cuse
s (R
AFs
) id
entifi
ed
bel
ow
, tho
ugh
ther
e ar
e o
pp
ort
uniti
es t
o c
aptu
re e
vid
ence
in w
ritin
g a
nd in
sp
eaki
ng a
nd
liste
ning
to
o.
RA
F5: e
xpla
in a
nd c
om
men
t o
n w
riter
s’ u
se o
f lan
gua
ge,
incl
udin
g g
ram
mat
ical
and
lite
rary
fe
atur
es a
t w
ord
and
sen
tenc
e le
vel
RA
F6: i
den
tify
and
co
mm
ent
on
writ
ers’
pur
po
ses
and
vie
wp
oin
ts, a
nd t
he o
vera
ll ef
fect
of
the
text
on
the
read
er
Als
o e
vid
ence
of R
AF2
and
RA
F3
Co
re t
exts
and
res
our
ces
• C
lass
set
of T
he T
emp
est
| Q
CD
A A
ctiv
e Sh
akes
pea
re m
ater
ials
– E
xplo
ring
vie
wp
oin
t in
The
Tem
pes
t |
cla
ss s
et o
f refl
ectio
n lo
gs
• B
BC
Ani
mat
ed T
ales
The
Tem
pes
t
Introductory guidance for teachers 11
Med
ium
-ter
m p
lan
(MTP
) ––
Shee
t 2
Wee
k 1
Less
on
1:
Key
cha
ract
ers
and
brie
f des
crip
tion
usin
g w
ashi
ng
line
activ
ity. P
upils
vie
w p
art
1 o
f ani
mat
ed v
ersi
on
of T
he T
emp
est
then
co
mp
lete
seq
uenc
ing
car
d
sort
of p
lot
and
cho
ose
the
cha
ract
er t
hey
will
fo
cus
on
next
less
on.
Less
on
2:
Pup
ils w
atch
par
t 2,
focu
sing
on
the
char
acte
r ch
ose
n la
st le
sso
n. P
upils
co
mp
lete
a ‘r
ole
on
the
wal
l’ fo
r th
eir
char
acte
r d
urin
g t
he e
xpo
sitio
n o
f the
pla
y. T
hey
crea
te a
mo
od
bo
ard
for
thei
r ch
ose
n ch
arac
ter,
then
ann
ota
te ju
stify
ing
the
ir ch
oic
es.
Less
on
3:
Teac
her
and
pup
ils c
ons
ider
the
exp
osi
tion
of t
he
text
/ a
nno
tate
as
a w
hole
cla
ss. P
upils
sha
re m
oo
d
bo
ard
s in
pai
rs, t
hen
form
alis
e th
eir
view
of t
he
char
acte
r’s fe
elin
gs
into
a p
iece
of w
ritin
g, c
iting
ex
amp
les
fro
m t
ext
– th
ey a
rtic
ulat
e w
hat
(if a
ny)
chan
ges
the
y’d
mak
e to
the
ir m
oo
d b
oar
d b
ased
o
n re
adin
g t
he t
ext
and
co
nsid
erin
g a
ltern
ativ
e in
terp
reta
tions
to
the
BB
C a
nim
ated
ver
sio
n.
Wee
k 2
Less
on
1:
Pup
ils c
om
ple
te in
tern
et in
vest
igat
ion
into
the
ch
arac
ter
they
cho
se la
st t
ime
and
ad
d fu
rthe
r an
nota
tions
/ ju
stifi
catio
ns a
s to
ho
w e
lse
thei
r ch
arac
ter
mig
ht fe
el /
feel
ab
out
oth
ers
in t
he p
lay
– fe
ed b
ack
ora
lly t
o c
lass
– c
om
par
e w
ith o
ther
p
upils
who
hav
e al
so re
sear
ched
tha
t ch
arac
ter.
Less
on
2:
Usi
ng t
he p
lay
text
s, t
each
er t
akes
pup
ils
thro
ugh
key
scen
es a
nd a
nno
tate
s w
ith t
hem
, w
ith a
par
ticul
ar fo
cus
on
the
varie
ty o
f po
ssib
le
inte
rpre
tatio
ns o
f the
sam
e sc
ene.
Pup
ils t
hen
sear
ch fo
r a
quo
tatio
n to
cha
ract
eris
e th
eir
char
acte
r an
d e
xplo
re d
iffer
ent
way
s o
f del
iver
ing
th
at li
ne t
o c
hang
e th
e to
ne a
nd im
pac
t . T
each
er
in ro
le d
eliv
ers
exam
ple
of i
nter
pre
tatio
ns o
f lin
es
bef
ore
act
ivity
.
Less
on
3:
In g
roup
s p
upils
co
nsid
er a
nd a
nno
tate
key
se
ctio
ns o
f the
pla
y in
clud
ing
the
co
nclu
sio
n
with
a p
artic
ular
focu
s o
n Pr
osp
ero
’s la
ngua
ge.
Te
ache
r e
xpla
ins
that
the
cla
ss w
ill b
e lo
oki
ng
at v
iew
po
ints
in t
he p
lay.
Dur
ing
last
15
min
utes
, g
ive
out
refl
ecti
on
log
s an
d c
om
ple
te S
tag
e 1,
In
tro
duc
tion
in t
each
er n
ote
s.
Wee
k 3
Less
on
1:
Stag
e 1,
Ad
diti
ona
l Int
rod
ucto
ry a
ctiv
ity B
: C
onfl
ictin
g v
iew
s o
f the
isla
nd a
nd A
ctiv
ity 1
: So
und
s an
d s
wee
t ai
rs -
A m
agic
al a
nd m
usic
al
isla
nd -
see
tea
cher
no
tes.
Less
on
2:
Stag
e 1,
Act
ivity
2: F
right
me
with
urc
hin-
sho
ws
- A
mag
ical
but
sca
ry is
land
and
‘Tak
ing
it
furt
her’
act
ivity
: The
isle
is fu
ll o
f no
ises
- Is
land
so
und
scap
es; A
ctiv
ity 3
: Vie
ws
of t
he is
land
(may
no
t d
o a
ll th
e b
ulle
ts d
epen
din
g o
n tim
e) –
see
te
ache
r no
tes.
Less
on
3:
Stag
e 2,
Intr
od
uctio
n p
lus
Act
ivity
1: V
iew
s o
f Pr
osp
ero
and
Cal
iban
and
Act
ivity
2: T
hou
mo
st
lyin
g a
lone
– C
alib
an a
nd P
rosp
ero
, a s
lang
ing
m
atch
– s
ee t
each
er n
ote
s.
Wee
k 4
Less
on
1:
Qui
ck re
-cap
in s
tart
er o
f prio
r le
arni
ng t
hen
Stag
e 2,
Act
ivity
3: W
ho’s
wro
nged
– s
ee t
each
er n
ote
s in
clud
ing
ad
diti
ona
l gui
dan
ce o
n d
ram
a ac
tivity
.
Less
on
2:
Stag
e 2,
Act
iviti
y 4:
The
vio
lenc
e o
f Pro
sper
o’s
and
Cal
iban
’s la
ngua
ge
and
Act
ivity
5: A
vie
w
of P
rosp
ero
at
the
end
of t
he p
lay
– se
e te
ache
r no
tes.
Less
on
3:
Stag
e 3
syno
ptic
tas
k: s
ee in
stru
ctio
ns o
n p
.17.
Pu
pils
will
req
uire
refle
ctio
n lo
gs,
p.1
7 (o
ptio
n to
us
e d
iffer
entia
ted
reso
urce
– s
ee t
each
er n
ote
s).
Teac
hing
str
ateg
ies
• Th
ere
are
a nu
mb
er o
f act
ive
teac
hing
and
lear
ning
sty
les
sug
ges
ted
with
in t
he A
ctiv
e Sh
akes
pea
re m
ater
ials
. Ad
diti
ona
lly, t
here
are
a n
umb
er o
f Ad
diti
ona
l Int
rod
ucto
ry m
ater
ials
as
wel
l as
pro
mp
ts fo
r ho
w t
o t
ake
par
ticul
ar t
asks
furt
her
cont
aine
d w
ithin
the
tea
cher
no
tes.
Per
sona
lisin
g t
his
MTP
fo
r yo
ur p
upils
Incl
uded
on
the
pla
n ar
e th
e Fr
amew
ork
Ob
ject
ives
, so
tha
t th
e sk
ills
stat
emen
ts c
an b
e re
vist
ed t
o c
heck
tha
t th
ey a
re s
uffic
ient
ly c
halle
ngin
g fo
r yo
ur p
upils
. Rem
emb
er t
hat
the
sug
ges
ted
less
on
out
lines
in t
he w
eekl
y p
lans
sho
uld
be
diff
eren
tiate
d.
The
reso
urce
s p
rovi
ded
are
fully
ad
apta
ble
and
sho
uld
mee
t th
e sp
ecifi
c ne
eds
of t
he p
upils
whe
n in
terp
retin
g t
he M
TP t
o p
lan
the
ind
ivid
ual l
esso
n p
lans
for
your
ow
n cl
ass.
12 Introductory guidance for teachers
Med
ium
-ter
m p
lan
(MTP
) ––
Shee
t 1
Exp
lori
ng t
he s
olil
oq
uies
of
R
om
eo a
nd J
ulie
tYe
ar 9
Term
3D
urat
ion:
4 w
eeks
Uni
t O
verv
iew
Wee
k 1 (le
sso
ns 1
-3):
Pup
ils d
evel
op
und
erst
and
ing
of t
he P
rolo
gue
and
its
pur
po
se in
the
pla
y, b
egin
to
loo
k at
the
the
mes
of c
onfl
ict
and
Ro
meo
’s fir
st s
olil
oq
uy
Wee
k 2 (le
sso
ns 4
-6):
Pup
ils b
ring
stil
l im
ages
of t
he p
lay
to li
fe b
efo
re c
ons
ider
ing
the
rest
of A
ct 1
in m
ore
det
ail a
nd t
hink
ing
ab
out
Jul
iet’s
firs
t so
lilo
quy
Wee
k 3 (le
sso
ns
7-9
): P
upils
co
nsid
er t
he w
hole
tex
t in
det
ail,
focu
sing
on
key
scen
es a
nd e
vent
s le
adin
g u
p t
o t
he c
onc
lusi
on
of t
he p
lay
and
Jul
iet’s
fina
l so
lilo
quy
Stag
e 4 –
(le
sso
ns 1
0-1
2):
Pup
ils e
xplo
re t
he w
ay c
hara
cter
s o
f Ro
meo
or
Julie
t d
evel
op
acr
oss
the
ir so
lilo
qui
es, b
efo
re c
om
ple
ting
the
syn
op
tic t
ask,
whi
ch d
raw
s to
get
her
thei
r le
arni
ng
and
ask
s p
upils
to
co
nsid
er R
om
eo o
r Ju
liet’s
so
lilo
qui
es a
nd t
heir
imp
ort
ance
in t
he p
lay.
Link
to
key
co
ncep
ts
The
med
ium
-ter
m p
lan
aim
s to
:
• p
rovi
de
op
po
rtun
ities
to
read
and
resp
ond
to
the
tex
t an
d u
nder
stan
d c
onv
entio
ns in
writ
ten
lang
uag
e (c
om
pet
ence
)
• d
evel
op
pup
ils’ a
bili
ty t
o m
ake
fres
h co
nnec
tions
bet
wee
n id
eas
and
use
inve
ntiv
e ap
pro
ache
s w
hen
answ
erin
g q
uest
ions
; it
will
sup
po
rt t
hem
in d
evel
op
ing
idea
s an
d t
akin
g r
isks
in
th
eir
alte
rnat
ive
inte
rpre
tatio
ns o
f Ro
meo
and
Jul
iet
(cre
ativ
ity)
• en
cour
age
pup
ils t
o c
ons
ider
ho
w la
ngua
ge
and
lite
rary
form
s va
ry a
cco
rdin
g t
o c
ultu
re a
nd t
rad
itio
n (c
ultu
ral u
nder
stan
din
g)
• p
rovi
de
exp
licit
op
po
rtun
ities
to
eng
age
with
idea
s th
roug
h th
e te
xt, e
xplo
re o
ther
s’ id
eas,
as
wel
l as
anal
ysin
g a
nd e
valu
atin
g h
ow
mea
ning
is s
hap
ed b
y w
ritte
n an
d s
po
ken
lang
uag
e;
p
upils
will
als
o g
ain
a st
rong
sen
se o
f ho
w s
truc
ture
co
ntrib
utes
to
mea
ning
in t
he s
onn
et fo
rm, s
olil
oq
uy a
nd in
ter
ms
of t
he s
truc
ture
of t
he w
hole
pla
y (c
ritic
al u
nder
stan
din
g).
Key
lear
ning
fo
cus
Exp
lorin
g t
he s
olil
oq
uies
of R
om
eo a
nd J
ulie
t m
ater
ials
5.1
– D
evel
op
ing
and
ad
aptin
g a
ctiv
e re
adin
g s
kills
and
str
ateg
ies
5.2
– U
nder
stan
din
g a
nd r
esp
ond
ing
to
idea
s, v
iew
po
ints
, th
emes
and
pur
po
ses
in
text
s
6.2
– A
naly
sing
ho
w w
rite
rs’
use
of
ling
uist
ic a
nd li
tera
ry f
eatu
res
shap
es a
nd in
flue
nces
m
eani
ng
6.3
– A
naly
sing
wri
ters
’ us
e o
f o
rgan
isat
ion,
str
uctu
re, la
yout
and
pre
sent
atio
n
10.2
- C
om
men
ting
on
lang
uag
e us
e
*Key
Fra
mew
ork
Ob
ject
ives
in b
old
.
Ass
essm
ent
op
po
rtun
itie
s
The
focu
s o
f thi
s un
it is
read
ing
, hen
ce t
he re
adin
g a
sses
smen
t fo
cuse
s (R
AFs
) id
entifi
ed
bel
ow
, tho
ugh
ther
e ar
e o
pp
ort
uniti
es t
o c
aptu
re e
vid
ence
in w
ritin
g a
nd in
sp
eaki
ng a
nd
liste
ning
to
o.
RA
F4: i
den
tify
and
co
mm
ent
on
the
stru
ctur
e an
d o
rgan
isat
ion
of t
exts
, inc
lud
ing
g
ram
mat
ical
and
pre
sent
atio
nal f
eatu
res
at t
ext
leve
l
RA
F5: e
xpla
in a
nd c
om
men
t o
n w
riter
s’ u
se o
f lan
gua
ge,
incl
udin
g g
ram
mat
ical
and
lite
rary
fe
atur
es a
t w
ord
and
sen
tenc
e le
vel
Als
o e
vid
ence
of R
AF2
and
RA
F3
Co
re t
exts
and
res
our
ces
• C
lass
set
of R
om
eo a
nd J
ulie
t |
QC
DA
Act
ive
Shak
esp
eare
mat
eria
ls –
Exp
lorin
g t
he s
olil
oq
uies
of R
om
eo a
nd J
ulie
t |
cla
ss s
et o
f refl
ectio
n lo
gs
Ann
ex 2
: Ex
ampl
e m
ediu
m-t
erm
pla
n 1-
Exp
lorin
g th
e so
liloq
uies
of R
omeo
and
Ju
liet
Introductory guidance for teachers 13
Med
ium
-ter
m p
lan
(MTP
) ––
Shee
t 2
Wee
k 1
Less
on
1:
Pup
ils re
ad t
he P
rolo
gue
to
the
pla
y an
d lo
ok
at
the
rhym
e sc
hem
e, m
eter
and
link
to
the
so
nnet
fo
rm o
f po
etry
and
its
conv
entio
ns. T
hey
then
loo
k at
the
diff
eren
t p
rese
ntat
ions
of t
he p
rolo
gue
in,
e.g
. a c
ont
emp
ora
ry a
nd t
rad
itio
nal fi
lm v
ersi
ons
, as
wel
l as
reco
rded
sta
ge
vers
ion
of t
he p
lay.
Te
ache
r in
tro
duc
es t
hem
es o
f lo
ve, f
ate
and
tr
aged
y.
Less
on
2:
Teac
her
exp
lore
s th
e ke
y ch
arac
ters
with
pup
ils
and
go
es o
n to
exp
lain
the
focu
s fo
r th
e sc
hem
e o
f le
arni
ng; P
upils
co
nsid
er t
he e
xpo
sitio
n o
f the
pla
y in
det
ail /
ann
ota
te a
s a
who
le c
lass
, fo
cusi
ng o
n a
par
ticul
ar o
n th
e M
ont
ague
and
Cap
ulet
co
nflic
t b
ut a
lso
exp
lore
the
no
tion
of ‘
inte
rnal
co
nflic
t’
with
key
cha
ract
ers
– p
erha
ps
a ro
le o
n th
e w
all
activ
ity. C
lass
read
to
the
end
of A
ct 1
, tea
cher
d
raw
s o
ut a
ny k
ey p
oin
ts o
r q
uota
tions
.
Less
on
3:
Pup
ils re
ad A
ct 2
Sce
nes
1 an
d 2
. Tea
cher
the
n in
tro
duc
es A
ctiv
e Sh
akes
pea
re re
flect
ion
log
s an
d in
tro
duc
tion
(tea
cher
s’ n
ote
s p
.3).
Pup
ils t
hen
com
ple
te S
atg
e 1,
Act
ivity
1: L
ine
end
ing
s. F
or
hom
ewo
rk, p
upils
co
mp
lete
the
firs
t p
art
of ‘
Taki
ng
it fu
rthe
r’ A
, dra
win
g t
heir
imag
es re
ady
for
next
le
sso
n -
see
teac
her
note
s.
Wee
k 2
Less
on
1:
With
the
imag
es c
om
ple
ted
as
hom
ewo
rk, p
ut
pup
ils in
to g
roup
s an
d t
hen
follo
w t
he re
st o
f the
‘T
akin
g it
furt
her
A’ a
ctiv
ity, i
nclu
din
g w
hole
-cla
ss
dis
cuss
ion
as a
sta
rter
act
ivity
, bef
ore
mo
ving
on
to
Stag
e 1,
Act
ivity
2: R
epre
sent
ing
the
imag
ery
- se
e te
ache
r no
tes.
Less
on
2:
Firs
t re
ad t
he re
st o
f the
act
, po
intin
g o
ut a
ny
key
quo
tatio
ns o
r ev
ents
, par
ticul
arly
any
whi
ch
wo
uld
enh
ance
pup
ils’ u
nder
stan
din
g o
f Ro
meo
’s fir
st s
olil
oq
uy. T
hen
com
ple
te S
tag
e 1,
Act
ivity
3:
Ro
meo
’s so
lilo
quy
- s
ee t
each
er n
ote
s. D
epen
din
g
on
abili
ty o
f cla
ss, ‘
Taki
ng it
furt
her’
act
ivity
co
uld
b
e co
mp
lete
d a
s a
sum
mar
y ta
sk o
r as
ho
mew
ork
.
Less
on
3:
By
now
, pup
ils h
ave
read
all
of A
ct 2
, and
are
ab
le
to g
o b
ack
and
co
nsid
er in
mo
re d
etai
l Jul
iet’s
fir
st s
olil
oq
uy: S
tag
e 2,
intr
od
uctio
n an
d A
ctiv
ity
1: J
ulie
t so
lilo
quy
line
beg
inni
ngs,
plu
s ‘T
akin
g
furt
her
C’ -
see
tea
cher
no
tes.
Wee
k 3
Less
on
1:
Stag
e 2,
Act
ivity
3: N
urse
and
Jul
iet
stat
uses
, and
A
ctiv
ity 4
: Jul
iet’s
so
lilo
quy
- s
ee t
each
er n
ote
s.
Less
on
2:
Pup
ils v
iew
the
film
ed v
ersi
on
of t
he p
lay,
and
w
atch
unt
il th
e en
d, d
iscu
ssin
g h
ow
the
dire
cto
r ha
s in
terp
rete
d t
he t
ext,
wha
t al
tern
ativ
es t
here
co
uld
be
and
the
ir im
pac
t o
n th
e vi
ewer
.
Less
on
3:
Teac
her
now
tak
es p
upils
bac
k to
key
mo
men
ts
and
ep
iso
des
of t
he p
lay
and
focu
ses
pup
ils o
n th
e st
ruct
ure
of t
he w
hole
tex
t, a
nno
tatin
g re
leva
nt
sect
ions
and
po
intin
g o
ut k
ey e
vent
s w
ith a
p
artic
ular
focu
s o
n th
e ev
ents
and
the
str
uctu
re o
f tr
aged
y.
Wee
k 4
Less
on
1:
Stag
e 3
intr
od
uctio
n an
d A
ctiv
ity 1
the
n fo
cus
pup
ils o
n th
e en
d o
f the
pla
y. S
tag
e 3,
Act
ivity
2:
As
ifs –
see
tea
cher
no
tes.
Less
on
2:
Act
ivity
3: J
ulie
t’s s
olil
oq
uies
and
Sta
ge
4, A
ctiv
ity
2: R
om
eo’s
solil
oq
uy in
full
- se
e te
ache
r no
tes.
Less
on
3:
Stag
e 5
syno
ptic
tas
k: W
ritin
g a
co
mm
enta
ry o
n tw
o s
olil
oq
uies
. Pup
ils u
se t
heir
who
le le
arni
ng
log
, and
in p
artic
ular
p19
to
co
mp
lete
thi
s ac
tivity
. (T
each
er R
eso
urce
A m
ay m
ake
this
act
ivity
mo
re
acce
ssib
le fo
r so
me
pup
ils).
Teac
hing
str
ateg
ies
• Th
ere
are
a nu
mb
er o
f act
ive
teac
hing
and
lear
ning
sty
les
sug
ges
ted
with
in t
he A
ctiv
e Sh
akes
pea
re m
ater
ials
. The
re a
re a
lso
a n
umb
er o
f Ad
diti
ona
l Int
rod
ucto
ry m
ater
ials
as
wel
l as
pro
mp
ts fo
r ho
w y
ou
mig
ht t
ake
par
ticul
ar t
asks
furt
her
cont
aine
d w
ithin
the
tea
cher
no
tes.
Per
sona
lisin
g t
his
MTP
fo
r yo
ur p
upils
Incl
uded
on
the
pla
n ar
e th
e Fr
amew
ork
Ob
ject
ives
, so
tha
t yo
u m
ay re
visi
t th
e sk
ills
stat
emen
ts t
o c
heck
tha
t th
ey p
rese
nt t
he r
ight
leve
l of c
halle
nge
for
your
pup
ils. T
he s
ugg
este
d le
sso
n o
utlin
es in
the
wee
kly
pla
ns s
houl
d b
e d
iffer
entia
ted
.
The
reso
urce
s p
rovi
ded
are
fully
ad
apta
ble
and
sho
uld
mee
t th
e sp
ecifi
c ne
eds
of t
he p
upils
whe
n in
terp
retin
g t
he M
TP t
o p
lan
the
ind
ivid
ual l
esso
n p
lans
for
your
ow
n cl
ass.
14 Introductory guidance for teachers
Annex 3: Capturing oral evidenceWhen using these materials, oral evidence plays an important part in allowing pupils to show what they know and understand about Shakespeare. Pupils can often demonstrate a level of understanding and analysis in their oral work that they may find hard to reproduce consistently in their written work, so finding manageable ways of capturing oral responses is an important way of giving pupils the best opportunity to demonstrate their ideas about what they have read and ensuring a valid reflection of their performance.
Below are some suggestions for manageable ways of capturing evidence of pupils’ reading through speaking and listening:
• Use a range of structured speaking and listening activities to focus in on identified pupils.
- Socratic talk allows you to listen while a group of 6-8 pupils discuss aspects of their reading while the rest of the class act as observers. These discussions could also be videoed for review later. Over time all members of the class could be observed and act as observers.
- Use Jigsaw groups to discuss different aspects of a text. Listen in on the expert group and also the home group when each member of the group feeds back. Up to 10 pupils per lesson can be observed in this way and their contributions reviewed.
- Use the Envoy strategy – sit with one group and observe their discussion and also observe each envoy as they visit the group.
- Further suggestions can be found in Teaching for Progression: speaking and listening and Teaching for Progression: reading.
• If you are using an interactive whiteboard, you can record pupils’ names and a short comment on their contribution while you are exploring the text in a shared reading.
• Devise a simple pro-forma to match the activities you are teaching which identifies key opportunities to assess pupils’ oral contributions more formally.
• Ask pupils to reflect on their speaking and listening activities by identifying how they met the learning objective for the lesson and how that matches the criteria in a particular AF. This can be captured on whiteboards during plenaries, or in the appropriate place in the pupil reflection logs. When periodically reviewing the evidence of pupils’ attainment these can provide excellent supporting evidence.
• Using other people such as a teaching assistant or trainee teacher to observe and record the evidence is also an effective way of gathering evidence. They could help record pupils’ contributions during question and answer sessions or focus on identified pupils.
Introductory guidance for teachers 15
Annex 4: Examples of different approaches to developing and embedding Shakespeare into the Key Stage 3 curriculumSchool A had traditionally offered a unit entitled ‘An Introduction to Shakespeare’ in Year 7 which focused on Shakespeare’s life and times, followed by the study of a complete play by Shakespeare in Year 9. However, feedback from pupils revealed that many had already learnt much about Shakespeare’s life, times and theatre at primary school, whilst other pupils had very limited prior experience of Shakespeare. The school decided to survey its partner primaries to find out more about the Shakespeare curriculum they offered. They then liaised with Year 6 teachers to agree a transition unit that pupils started in July in Year 6 and continued in Year 7. Year 6 teachers spent several lessons exploring As You Like It in ten scenes and discussing different interpretations before viewing one particular interpretation in the ‘Animated Tales’ version of the play. Year 7 teachers then used the assessment unit Designing As You Like It in which pupils produced their own set design through the creation of a model box. They also used a further assessment unit in Year 9 to support the study of Romeo and Juliet.
School B needed to build more progression into its Key Stage 3 reading curriculum. APP assessment information had revealed that pupils’ ability to relate texts to their social, cultural and historical traditions (AF7) was an area for development so the English department reviewed the objectives for Years 7, 8 and 9 in sub-strand 6.1 of the renewed Framework for secondary English as well as the suggested learning objectives in Shakespeare for all ages and stages. As a result, they developed three short units of work, each related to a play by Shakespeare and each supported by one of the assessment units. The department chose to use Exploring viewpoint in The Tempest in Year 7, Exploring character in As You Like It in Year 8 and Directing Romeo and Juliet in Year 9. Aspects of colonialism were explored in The Tempest, through the characters of Caliban and Prospero; the concept of literary heritage was explored through As You Like It; whilst Juliet’s dilemma in Romeo and Juliet enabled the teacher to explore marriage in Elizabethan society.
School C was concerned about the quality of pupils’ responses to Shakespeare at GCSE and realised that they needed a firmer foundation in Key Stage 3 on which to build. Teachers knew that this required a more positive experience of Shakespeare as well as a greater level of challenge for pupils in Key Stage 3. The department explored the GCSE criteria, the relevant Framework Objectives for Years 9, 10 and 11, and the suggested learning objectives and teaching approaches in Shakespeare for all ages and stages. They developed a unit of work on Romeo and Juliet which focused on language and imagery which they designed around the assessment unit Exploring the soliloquies of Romeo and Juliet. They then built on this learning in Years 10 and 11 during the study of their chosen Shakespeare play for GCSE English.
16 Introductory guidance for teachers
Annex 5: Identifying development priorities to improve planning for progression in Shakespeare
Possible areas for development
1 – a strong feature of current practice 4 – an aspect needing significant development 1 2 3 4
• What significant experiences of Shakespeare do you expect pupils to have during their school career and how do you plan for / promote these?
• How effectively does your long term plan for Key Stage 3 build on pupils’ prior learning and experience of Shakespeare at Key Stage 2?
• How far is your approach to the teaching of Shakespeare at Key Stage 3 designed to develop progression in reading?
• How effectively does your long term plan for Key Stage 3 prepare pupils for the study of Shakespeare at Key Stage 4 and beyond?
• How far do your pupils’ understanding of and response to Shakespeare depend on other reading skills, such as selection and use of quotation, familiarity with older language, research skills, text annotation etc and where and when are these skills taught?
• How far do your pupils’ understanding of and response to Shakespeare depend on their oral skills, such as collaborative group discussion, drama, spoken presentation etc and where and when are these skills taught?
• How far do your pupils’ understanding of and response to Shakespeare depend on their writing skills, such as note-taking, literary essay writing etc and where and when are these skills taught?
• How / when are pupils taught specific knowledge and understanding of social, historical and cultural context needed to access and engage with Shakespeare’s plays?
From the priorities identified above, what are the implications for your departmental development planning?
Introductory guidance for teachers 17
About this publication
Who is it for?
Teachers and English subject leaders.
What is it about
Providing active and engaging ways to integrate Shakespeare in the ongoing periodic assessment of pupils’ reading.
What is it for?
To support the teaching and assessment of Shakespeare at Key Stage 3.
Related publications
Shakespeare for all ages and stages, DCSF–00470–2008
For more copies
Download from www.qcda.org.uk/curriculum Reference QCDA/10/4813
Contact information:
Qualifications and Curriculum Development Agency
53–55 Butts Road, Earlsdon Park, Coventry CV1 3BH Telephone 0300 303 3010 Textphone 0300 303 3012 Fax 0300 303 3014 [email protected] www.qcda.gov.uk
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