National Curriculum
Keith Joseph initiated plans for a National Curriculum in the early 1980s. Kenneth Baker moved forward on them very quickly on becoming Secretary of State for Education. Plans for the NC were published in the Party Manifesto of May 1987.
The National Curriculum was introduced progressively from autumn 1989, putting into practice the legal requirements set out in the Education Reform Act of 1988.
The Cox Report, English for Ages 5-16 (DES 1989), was very positive about Rex Gibson's project: "The project has demonstrated that the once-traditional method where desk-bound pupils read the text has been advantageously replaced by exciting, enjoyable approaches that are social, imaginative and physical." (7.16) However, hard pressed teachers dealing with so much change, and without the benefit of training or support found this approach hard. Many could only pay lip service to the new requirement.
The Cox Report went on to validate the place of Shakespeare in the NC: "Many teachers believe that Shakespeare's work conveys universal values, and that his language expresses rich and subtle meanings beyond that of any other English writer ... even those who deny his universality agree on his cultural importance." (DES 1989: 7.16)
The first National Curriculum, 1990 stated a requirement for Shakespeare but was not specific: "Pupils should be introduced to ... some of the works of Shakespeare." While other pre-20th century and 'influential' writers were also required, no other writer was compulsory.
In September 1990, Year 7 students were the first to embark on the English NC programme.
In September 1992, John Patten, then Education Secretary stated the Conservative view quite clearly: "It is essential that pupils are encouraged to develop an understanding and appreciation of our country's literary heritage. Studying the works of Shakespeare is central to that development. That is why the study of Shakespeare is an explicit requirement of the National Curriculum."
In 1995, following the Dearing report, schools were given a new slimmed down version of the NC to work with. This version stated that at least two Shakespeare plays should be studied during KS3 & 4.
Six years later, in February 2001, reports reached the press that QCA were proposing to remove Shakespeare and other literary heritage figures from the curriculum. There was widespread outcry and the proposals were dropped.
SATs
In 1993/4 Shakespeare became enshrined on Paper 2 of the KS3 SATs exam. There was a general boycott of the English KS3 SATs which teachers and their Unions felt had been brought in too quickly for students to be adequately prepared. The first year of national tests taken by all was 1995.
Change came in 2003. In 2002, Estelle Morris vetoed a QCA recommendation that the Shakespeare paper be reduced to a 45 minute reading paper. Instead a 'shorter writing task' was included that caused outrage about 'dumbing down'. QCA ordered a rethink. Under Charles Clarke's approval, the 2005 paper reverted to QCA's original plan.
Macbeth questions in 2004 and 2005 were considered unsuitable for Year 9s.
Following the 2005 tests, the National Association for the Teaching of English, wrote an open letter published in the TES on 20th May 2005, calling for a thorough review of KS3 assessment.
16+ exams
The old 'O' level English Literature syllabus required the study of three texts: a Shakespeare play, a novel and some poetry. During the 1980s, exam boards began to move away from compulsory Shakespeare.
CSE Literature syllabuses included Shakespeare but did not require a study of a play.
For GCSE, Shakespeare was left to the discretion of the teacher.
In 1994, the KS4 programme of study set out in the 1991 National Curriculum came into force to affect GCSE for examination in 1995. The study of a Shakespeare play was required and Shakespeare once again became the only compulsory author on the Literature syllabuses.
Since 1999, the study of a Shakespeare play has been a requirement of GCSE English Language.
Film
The excellent films available and teachers' access to new media technology have become an important part of today's students' experience of Shakespeare.
Baz Luhrman's Romeo + Juliet, 1996, had a profound effect on Shakespeare in the classroom. The TES reported that it "is being credited with the huge improvement in 14-year-olds' performance in Shakespeare tests."
Conclusions
Many teachers remain sceptical about Shakespeare's value and/or are intimidated by how to do him justice. Many also just find it hard to accommodate a practical approach to Shakespeare.
His work is still regarded as the 'industry standard' of literature but he is far less likely to be perceived as a distant authority figure of cultural heritage and more as a resource to explore, experiment and play around with.
Previous page »
