Teach-Reading-and-Writing-Issue-22

54 | www.teachwire.net C L AS SROOM AC T I V I T I E S With an active approach, teaching Shakespeare can have an astonishing impact on literacy outcomes, advises Georgia White T his autumn, thousands of children will watch their first live performance of Shakespeare as the Royal Shakespeare Company (RSC) takes its new 80-minute First Encounters production of King Lear on tour into schools, theatres and communities. His language can feel daunting, but it’s important to remember that Shakespeare's plays were written to be performed. It’s in performance, when those words are accompanied by action, interaction and context, that their meaning is unlocked and revealed. Lively language Our work with teachers and young people of all ages, abilities and backgrounds, across the country and around the world, has shown that when Shakespeare’s plays are approached as living, breathing texts, every child is able to access them. A live theatre experience can be the first step in that process, igniting an interest in stories and language. Once lit, that spark can then be reinforced through our active, rehearsal- based approaches to learning. We’ve trained thousands of teachers to bring to the classroom the sorts of approaches our actors and directors use in the rehearsal room. During active, rehearsal-based approaches to Shakespeare in the classroom, desks are pushed to one side, and the plays are explored through movement, spoken word and shared interpretation. In exploring the key themes and dilemmas that are present in the text, rehearsal room approaches focus on establishing the world in which the story is taking place, telling the story, discovering the characters and exploring the language. It’s active, fun and works with learners of all ages and abilities. By embodying the language – speaking it, moving with it and feeling its rhythms – students engage emotionally, physically and intellectually, deepening the learning and making recall easier. The facts don’t lie The impact on children’s writing and language skills is backed by hard evidence. Our 2024 Time to Act study ( tinyurl.com/tp-time-to-act ) used a randomised controlled trial in 45 state primary schools and demonstrated just how transformative this approach can be. In the trial, half of the Year 5 classes were taught using RSC rehearsal-based methods; half followed their usual curriculum. After just 20 hours of teaching, all the children were asked to complete the same two writing tasks: one creative and one persuasive. The results were striking. Children taught using RSC methods outperformed their peers in 41 of 42 of the established measures researchers used to evaluate the writing, sometimes by as much as 25 per cent. They developed richer vocabularies, more sophisticated sentence structures, sharper comprehension and, crucially, greater confidence when using that language. Importantly, these benefits were seen across the board, including among pupils who had limited language development, little exposure to books or additional learning needs. In the test classrooms, ability wasn’t the deciding factor, it was the approach that was the key. Playful learning Active, rehearsal-based approaches do more than enliven lessons; they connect with children’s natural instinct for storytelling and play. The combination of a compelling plot and active collaborative exploration turns potential barriers into invitations, encouraging young people to explore something new, experiment with language, debate ideas and work together. Teachers regularly report huge gains in writing attainment. After working with the RSC and using our teaching approaches, some schools have moved from well below the national average to over 90 per cent of children meeting standards in reading and writing. The benefits don’t just apply to academic achievement. Time to Act recorded statistically significant improvements in attitudes to school and learning, greater confidence with language and in problem-solving, and an increase belief among pupils in their own ability as learners. Teachers describe a ‘buzz’ when a Shakespeare lesson begins – the willingness to get involved and explore new vocabulary as well as a positive shift in classroom relationships. With creative learning increasingly under threat, taking theatre directly into communities and schools, and enhancing that experience with active approaches in the classroom, feels more urgent than ever. It’s about far more than just seeing a piece of theatre. When we remove fear and unleash creativity, we can offer all children access to a confidence with words and language that will equip them for life and work. Find out about First Encounters: King Lear at rsc.org.uk/first- encounters-king-lear From stage TO PAGE Georgia White is deputy director of the RSC’s Creative Learning team. Download your FREE King Lear activities for KS2 at tinyurl.com/ tp-king-lear