Springhead Primary

"The greater the complexity and ambiguity of the text, the more engagement and agency children showed in lessons."

Jan Anderson asks whether the exploration of Shakespeare’s plays as opposed to those of another playwright’s impact on the quality of children’s writing.

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Abington Vale

"One pupil – assessed at ‘below expectations’ according to formal criteria ... produced a piece of work that scored as of the highest in the dataset when analysed by the linguistic software."

In this case study Jade Dixon undertook initial and extended writing exercises with year 3 classes, which were then compared for indicators of linguistic sophistication.

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Bradford College

"Often the creative and fictional canvas that Shakespeare provides in this context both protects pupils from having to draw on their own lived experience and pushes them to go beyond that lived experience"

This project at Bradford College explored the use of Shakespeare and rehearsal-room approaches in an ESOL context to see the impact it can have.

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St Nicholas School

"Assumptions around student capabilities have led some to view Drama and Shakespeare as unsuitable for special educational settings ...  Anita has demonstrated the ways in which Shakespeare and rehearsal room approaches can be adapted for her pupils, with extraordinary results."

Anita Meyer is a performing arts specialist teacher, who has used this research to develop a toolkit of
educational resources for teachers of students with SEND.

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Welcombe Hills School

"The experience of performing Shakespeare is challenging but transformational. It transforms students’ sense of self."

 In this case study, Hannah Young explores the educational and emotional impact that participating in the RSC’s Playmaking Festival has on students with special educational needs and disabilities (SEND).

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