Active Introductory guidance for teachers · 2012-06-07 · 4 Introductory guidance for teachers...

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


Example medium term plan 1 – The soliloquies of Romeo and Juliet ��12



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.


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.


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.


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

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


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.


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


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.


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.


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.


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?

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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