Teaching Shakespeare at Key Stage 3 PowerPoint

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 at Key
Stage 3
• 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
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;
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
Teaching Shakespeare:
Issues and Considerations
(including pupils’ perceptions)
Shakespeare at Key
Stage 3:
• Year 9 SATs
• 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
Reading paper
Writing paper
 Section A: longer
writing task
 Section B: shorter
writing task
Shakespeare paper
1hr 15 min
32 marks
1hr 15 min
45 min
30 min
50 marks
30 marks
20 marks
45 min
18 marks
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.
Use a range of strategies, including accurate decoding of
text, to read for meaning
Understand, describe, select or retrieve information, events
or ideas from texts and use quotation and reference to text
Deduce, infer or interpret information, events or ideas from
Identify and comment on the structure and organisation of
texts, including grammatical and presentational features at
text level
Explain and comment on writers’ use of language, including
grammatical and literary features at word and sentence level
Identify and comment on writers’ purposes and viewpoints,
and the overall effect of the text on the reader
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 Macbeth’s use of language (AF 5).
Reading Criteria: Shakespeare Paper Mark Scheme
Band 4
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
Reading Criteria: Shakespeare Paper Mark Scheme
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
Reading for meaning
Year 7
Year 8
Year 9
5.2. identify and
understand the
main ideas,
themes and
purposes in texts
5.2 trace the
development of
themes, values or
ideas in texts;
5.2 analyse a
range of ideas
and respond to
viewpoints and
themes in texts
5.2 respond to a text
by making precise
points and providing
relevant evidence in
support of those points
5.2 build an
interpretation of
a whole text,
links between
characters +
give evidence
Year 7
4.1 explore ideas,
texts and issues
through a variety
of dramatic
4.2 comment on
the effectiveness
of dramatic
conventions and
techniques used
Year 8
4.1 use specific
approaches and
conventions in
structured ways to
explore ideas,
texts, issues.
4.2 Evaluate the
ss of a range of
Year 9
4.1 use a wide
variety of
approaches to
analyse complex
/ challenging
ideas, issues,
4.2 analyse, in
and out of role,
the use, impact
and effect of
Study of literary texts
Where is this in the Framework?
Year 7
Year 8
Year 9
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?
First Contact…
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
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.
Henry V: a king makes war heroes of
his troops.
Richard II: a king puts his own
personal wants/needs before
those of his country.
Accessing Difficult Texts:
Understanding Shakespeare
Discuss the following points with those near to
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?

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