1. 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 Today’s Learning Objectives: Teaching Shakespeare at Key Stage 3

2. The National Curriculum for English prescribes the range of literature to be studied over Key Stages 3 and 4: two Shakespeare plays; drama by major playwrights; two pre-1914 fiction texts; two post-1914 fiction texts; four pre-1914 poets; four post-1914 poets; recent and contemporary works; writers from different cultures and traditions; literary non-fiction; information and reference texts; media and moving image texts. Meeting the literature requirements of the National Curriculum

3. 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) A reminder… The Importance of Long Term Planning

4. Teaching Shakespeare: Issues and Considerations Benefits Difficulties/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, 2007 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 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

8. 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

9. 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

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. 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. Reading Criteria: Shakespeare Paper Mark Scheme Band 4 10, 11, 12

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. Year 7 8. infer and deduce meanings using evidence in the text, identifying where and how meanings are implied; Year 8 5. trace the development of themes, values or ideas in texts; 7. identify the ways implied and explicit meanings are conveyed in different texts, e.g. irony, satire; Reading for meaning Year 9 7. compare the presentation of ideas, values or emotions in related or contrasting texts;

15. 15. develop drama techniques to explore in role a variety of situations and texts or respond to stimuli; Drama 15. explore and develop ideas, issues and relationships through work in role; 14. analyse the language, form and dramatic impact of scenes and plays by published dramatists; Year 7 Year 8Year 9

16. Study of literary texts 18. give a considered response to a play, as script, on screen or in performance, focusing on interpretation of action, character and event; 13. read a substantial text (novel, play or work of one poet) revising and refining interpretations of subject matter, style and technique; 13. develop and compare different interpretations of scenes or plays by Shakespeare or other dramatists Year 7Year 8Year 9

17. 15. 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?

18. First Contact …

19. 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 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?

20. 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? Accessing Difficult Texts: Understanding Shakespeare