Abstract
ABSTRACT The results of a survey of secondary English teaching in two English local education authorities are reported. The effect of the recent compulsion for all pupils in England and Wales to study and be tested on Shakespeare at Key Stage 3 (ages 11‐14) is discussed in relation to findings about how much time is spent teaching Shakespeare to different years, which plays are read, what other resources are used and which teaching methods are employed. It is suggested that an increased number of pupils are studying Shakespeare and that this could improve their literacy, but imposition of the test and restriction of choice of plays is limiting the teaching methods of a significant number of teachers and diminishing the learning and enjoyment of Shakespeare of their pupils.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
