The teaching of Shakespeare holds a unique place in the English curriculum and it is likely that all ITE courses will have at least one day – possibly more – dedicated to supporting student teachers in this area of their practice.
Student teachers should be encouraged to give pupils a sense of the plays as performances, set in particular social and historical contexts and interpreted in other social and historical contexts. Acknowledging diverse interpretations of the plays is important for three distinct reasons: because of the dialogic nature of all drama; because of the complexity of the social and historical context of the plays' production; and because of the continuing remaking of the plays in different times, places and media.
An approach to Shakespeare that sees the plays as performance is critical, as is an approach that encourages active engagement with the play's language, themes and characters. In one form or another, Shakespeare will continue to be an assessed element of the English curriculum, but student teachers should be encouraged to believe that while there might be value in some specific preparation for examinations, good practice around the teaching of Shakespeare will empower pupils to negotiate whatever hurdles are put in their path.
