RESEARCH

The study consisted of a randomised control trial (RCT) involving schools that had previously never worked with the RSC. Year 5 teachers undertook CPD training in Stratford-upon-Avon and delivered 20 hours of Shakespeare teaching.  

Results showed improved language development in pupils’ written outputs, with intervention pupils:  

• employing richer, broader, and more sophisticated vocabulary 

• showing a better grasp of complex grammatical structures 

• being better at writing in character and expressing emotion  

• demonstrating a broader understanding of abstract terms and descriptions, displaying greater optimism and better inferencing skills. 

We also analysed pupils’ belief in themselves as learners and saw an increase in confidence. Using the validated Myself as a Learner Scale, we found that pupils exposed to the approaches were:  

• 17.3% more confident in their ability to work out what to do when stuck  

• 13.8% more confident with language  

• 12.6% more confident when taking a considered approach to tackling work  

• 11.3% more confident in their ability as a learner 

• 9.9% more confident in wider problem solving.

The study also included 14 teacher-led action research projects undertaken by those who have used RSC approaches for several years, across primary, secondary, FE and SEND settings.  

• Teachers witnessed improvements in pupil writing (breadth, depth, complexity and emotional literacy) alongside enhanced speaking and listening skills. This included children not yet meeting age-related expectations 

• teachers evidenced increased levels of wellbeing and engagement, including those in SEND settings, those learning English as an additional language and those with multiple Adverse Childhood Experiences 

• teachers reported that RSC teaching approaches were inclusive, providing a flexible and accessible model for arts learning across diverse educational contexts  

• teachers reported feeling valued and respected by being given space to explore their practice as researchers 

• teachers reported how their own professional identity had changed, with research now embedded in their practice.

Why these results matter 

DfE research shows a link between enjoyment and frequency of children’s writing and their attainment levels, with data from the National Literacy Trust showing that enjoyment is at its lowest level since 2010 and that 46% of disadvantaged 11-year-olds in England left school in 2022 unable to write at the expected levels.  

Time to Act suggests that a combination of Shakespeare’s language and RSC approaches leads to advances in language proficiency and crucially points to an increase in enjoyment and confidence with words, alongside attitudinal shifts in the children’s perceptions of themselves as learners.