As part of his Macbeth Project, Tobias unlocked his Soliloquy badge by learning and presenting this speech by Lady Macbeth.

As part of their Year 11 GCSE project exploring Shakespeare and the Literary Heritage, Mr Waugh’s class created, in conjunction with the Royal Shakespeare Company, The CLC and the British Film Institute, a short film based on an extract from the play Titus Andronicus. You can look at the lesson sequence on the Year 11 Class Site.

Advice to students who are working on their Romeo and Juliet project on how to prepare for their essay on fate.

As part of their Romeo and Juliet Project, these students re-enacted a scene from the play in a more, let’s say, contemporary, context.

This is a sample of the scenes you wrote and presented based on Act I, Scene i of Shakespreare’s Romeo and Juliet. Everyone was successful at maintaining the nuances of the meaning of the original script while adapting it for a contemporary ‘South London’ location. It’s a far cry from Verona, but not so far at all from Shakespeare’s own turf, after all.

You can see the whole learning sequence here:

As part of the introduction to our Year 8 Macbeth Study, we’re looking, in acute detail, at some small excerpts from the main play.

Before we start reading. Before we know the plot. We’re putting the microscope on the language of shakespeare and what this might reveal. My proposition with this presentation is that Shakespeare has Macbeth use personification in this extract to reveal the extent to which Macbeth is blaming external forces for the choices he is about to make.

You can see the whole lesson sequence on the class site

A presentation to go with an examination of the specific dramatic elements in the first scene of Shakespeare’s Romeo and Juliet.

This presentation incorporates the close analysis of a short excerpt from Macbeth, where Lady Macbeth reveals her dark resolve for the presence of the figurative language feature, Personification.

› Access the whole learning programme:

This presentation explores references to fate and the use of figurative language in Shakespeare’s Romeo and Juliet

› Access the whole sequence here:

As part of our exploration of Shakespeare’s Titus Andronicus the class is engaging in some research about the Elizabethan times and the context from which the play arose. Included here is a short video where I try to give the students some cues to the lines of inquiry they might wish to pursue and also, attached below, is the research questions with the students committing to following these attached.

As part of their Romeo and Juliet project, students from the London Nautical School learned and presented dramatic monologues. This is Barnaby performing the eternal “But soft…”

The presentation that accompanies a lesson introducing the process of language analysis to a Year 9 English class. In this lesson the students are shown an example of metaphor – and then are given a different excerpt from the text and asked to detect and explain the metaphor they find in it.

All the lesson materials can be found here:

The students were given 30 minutes to find a location, script and record a modern interpretation of a self-selected scene from Shakespeare’s Romeo and Juliet. This is what happened…

Find out more:

Completed in 30 minutes of class time, this documentary explores the ideas that Baz Luhrmann used to interpret the original script of Shakespeare’s Romeo and Juliet in his film Romeo + Juliet.

The class learning sequence this can be associated with can be found here:

As part of their class’ Romeo and Juliet ProjectPeter and Arthur’s made this filmed interpretation of a scene from Shakespeare’s Romeo and Juliet.

Have a look at other students’ interpretations

As part of her class’ Romeo and Juliet ProjectEmily made this filmed interpretation of a scene from Shakespeare’s Romeo and Juliet.

Have a look at other students’ interpretations

As part of his class’ Romeo and Juliet Project, Hal made this filmed interpretation of a scene from Shakespeare’s Romeo and Juliet.

Have a look at other students’ interpretations

An explanation of what the word ‘interpretation’ means and some examples of how Baz Luhrmann has interpreted Romeo and Juliet in his film version. This will support the students in their extension work, which involves exploring the contrasts between the play and the film.

The lesson sequence that this presentation fits within can be found here:

Some students captured Mr Waugh presenting a 5 minute discussion on the action of Fate in Shakespeare’s Romeo and Juliet. The whole learning sequence can be found here:


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