Presentation on theme: "Develop knowledge and understanding of the requirements for teaching Shakespeare at Key Stage 3 develop knowledge and understanding in order to plan a."— Presentation transcript:
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 Todays Learning Objectives: Teaching Shakespeare at Key Stage 3
The National Curriculum for English prescribes the range of literature to be studied over Key Stages 3 and 4: two Shakespeare plays; Meeting the literature requirements of the National Curriculum
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) A reminder… The Importance of Long Term Planning
Shakespeare at Key Stage 3: Year 9 SATs Assessment Key Stage 3 Framework Objectives
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.
Key Stage 3 English tests: An overview Paper Duration Mark Reading paper1hr 15 min32 marks Writing paper Section A: longer writing task Section B: shorter writing task 1hr 15 min 45 min 30 min 50 marks 30 marks 20 marks Shakespeare paper45 min18 marks
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. The Shakespeare paper
READING AF1 Use a range of strategies, including accurate decoding of text, to read for meaning AF2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text AF3 Deduce, infer or interpret information, events or ideas from texts AF4 Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level AF5 Explain and comment on writers use of language, including grammatical and literary features at word and sentence level AF6 Identify and comment on writers purposes and viewpoints, and the overall effect of the text on the reader AF7 Relate texts to their social, cultural and historical contexts and literary traditions
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 Macbeths use of language (AF 5).
Commentary shows some understanding of how Macbeths reactions might be portrayed on stage, e.g. in the first extract (he would act with courage, as if its 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 Macbeths 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 Macbeths 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. Reading Criteria: Shakespeare Paper Mark Scheme Band 4 10, 11, 12
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.
Year identify and understand the main ideas, viewpoints, themes and purposes in texts Year 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 Reading for meaning Year 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
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 Drama 4.1 use specific dramatic approaches and conventions in structured ways to explore ideas, texts, issues. 4.2 Evaluate the impact/effectivene ss 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 Year 7 Year 8Year 9
Study of literary texts Where is this in the Framework? Year 7Year 8Year 9
extend their understanding of literary heritage by relating major writers to their historical context, and explaining their appeal over time; By the end of Key Stage 3… How do we ensure our pupils appreciate this? How might we tackle this in the classroom?
First Contact …
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. The Relevance of Shakespeares 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?
Discuss the following points with those near to you: what strategies might you use to encourage pupils to read aloud/use Shakespeares language in performance? what strategies could you use to help pupils better understand Shakespeares language and its meaning? Accessing Difficult Texts: Understanding Shakespeare