For generations of students, Shakespeare has felt like something to get through rather than something to connect with. Complex language, passive reading and low confidence have often stood in the way. But it doesn’t have to be that way.

A new approach to teaching Shakespeare is shifting the experience from page to performance, placing students at the centre of the learning and giving them the tools to explore, interpret and truly understand the text.

Speakers: Fiona Ingram (Royal Shakespeare Company), Chris Nayak (Royal Shakespeare Company), Geoff Barton (RSC Trustee, former ASCL General Secretary), Stephanie Hill (Stratford upon Avon School)

From passive reading to active learning

At the heart of the Shakespeare Curriculum is a simple idea. Shakespeare was written to be performed.

Instead of sitting quietly and reading aloud, students are encouraged to get on their feet, experiment with language and explore meaning through action. Rehearsal room techniques bring energy into the classroom, turning lessons into spaces where students test ideas, make choices and collaborate.

Even the simplest exercises can unlock understanding. A single line delivered with different intentions, or a scene explored through movement rather than words, helps students grasp meaning in a way that traditional methods often miss.

Building confidence through oracy

One of the biggest barriers to studying Shakespeare is confidence. Many students assume they will not understand the language before they even begin.

This approach tackles that head on through oracy. Speaking, listening and responding become central to the lesson. Students are encouraged to disagree, interpret and justify their ideas.

The result is not just a better understanding of Shakespeare, but stronger communication skills that extend far beyond the English classroom.

Giving students agency

A key shift within the curriculum is the move from teacher-led interpretation to student-led exploration.

Instead of being told what a scene means, students are asked what they think. How should a character be portrayed? What choices would they make as a director? How would they stage a moment differently?

This sense of ownership changes the dynamic entirely. Students are no longer passive learners. They are active participants, shaping their own understanding.

What it looks like in practice

In the classroom, this can be transformative.

One example shared was a lesson exploring Lady Macbeth’s soliloquy. Rather than analysing the text from their desks, students moved around the room, changing direction at each punctuation mark.

The activity brought the language to life. Students physically experienced the pace and intensity of the character’s thoughts, helping them connect with the text on a deeper level.

Moments like this build not only understanding, but confidence. Students begin to trust their interpretations and engage more fully with the material.

Supporting teachers, not replacing them

The Shakespeare Curriculum is designed as a flexible toolkit rather than a rigid framework.

Teachers have access to fully planned lessons, rehearsal techniques, digital playtexts and recordings of performances. At the same time, they retain the freedom to adapt and shape lessons to suit their students.

It reduces planning time while enhancing the quality of teaching, making it easier to deliver engaging, high-impact lessons.

More than a literature lesson

While rooted in Shakespeare, the impact of this approach reaches much further.

Students develop critical thinking, collaboration and communication skills. They learn how to articulate ideas, challenge perspectives and engage with complex material.

Most importantly, they gain confidence. And with that confidence comes a shift in mindset.

A new relationship with Shakespeare

Reframing Shakespeare as something to experience rather than decode changes how students respond to it. The hesitation fades, replaced by curiosity and a growing sense of confidence.

As students begin to explore the text through movement, discussion and performance, they stop worrying about getting it wrong and start focusing on what it might mean. They test ideas, challenge each other and develop their own interpretations.

Over time, that shift builds something more lasting. A willingness to engage with complexity, to speak up, and to trust their own thinking. And once students realise they can connect with something they once found challenging, it opens the door to a much wider sense of possibility in their learning.

As today is Shakespeare Day, dive into free resources from RSC Shakespeare Company and BBC! Get involved to discover how you can start bringing a more active, engaging approach to Shakespeare into your classroom today.

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