ESU Performing Shakespeare Competition: A Parent Guide

ESU Performing Shakespeare Competition: A Parent Guide

Editorial overview

The ESU Performing Shakespeare Competition comes from the same organisation that has spent more than a century promoting communication across cultures. Founded in 1918, the English-Speaking Union combines language education with international fellowship, and its Shakespeare competition applies that purpose to a younger age group: students use a shared body of literature to develop interpretation, voice, listening and confidence.

For students aged roughly 11–14, the school-based format offers a helpful frame. Shakespeare’s language gives performers something substantial to investigate, while the short performance format makes progress visible through rehearsal. A strong entry is not simply a memorised extract delivered with maximum energy. It shows that students understand the situation, relationships and changes inside the passage, then use pace, pause, movement and vocal choice to communicate that understanding.

The competition’s special value is that it connects English Literature with live oracy. Students learn to make an interpretation public and receive feedback from judges who can distinguish theatrical confidence from genuine textual understanding. That can be a particularly useful experience for students who enjoy drama or English but find an unstructured public-speaking task intimidating.

We rate ESU Performing Shakespeare at Intermediate Level. The competition-specific school route and substantial rehearsal demand require commitment, but the age range and short performance make it an accessible early performance challenge. The best preparation begins with a suitable passage, close reading and purposeful rehearsal rather than trying to imitate a professional actor.

What is the ESU Performing Shakespeare Competition?

This is a school-based competition for students in the early secondary years, with the current CompeteMap record listing it for ages 11-14 / Years 7-9 in England and Wales. Students perform either a monologue or a duologue from Shakespeare.

The competition usually begins within schools. Teachers select students or pairs to progress through later rounds, with regional stages and a final. One of the appealing features is that successful students may get the experience of performing in a highly memorable setting, making the competition feel more serious and aspirational than an ordinary classroom presentation.

The competition develops several skills at once:

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Who is it best for?

This competition is a strong fit for students who enjoy English, drama, debating, public speaking, creative writing, theatre, or performance. It can also work well for students who are academically strong in English but not yet confident speaking aloud.

It is especially suitable for:

• Students in Years 7-9 who want a meaningful first or early oracy competition
• Students who like drama clubs, school plays, poetry recitation or reading aloud
• Students who want to improve confidence before moving into debating or public speaking
• Students who respond well to structured text rather than open-ended speech writing
• Students who enjoy analysing characters and language

It may be less suitable for a student who strongly dislikes performance or who would feel distressed by stage work. That said, a supportive school environment can make a big difference. For a shy student, a duologue may feel more manageable than a solo monologue.

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How does registration work?

According to the current competition record, entry is school-based. Parents normally cannot enter a child independently in the same way they might register for an online writing contest. The practical route is usually:

1. Ask the English or drama department whether the school is entering.
2. If the school has not entered before, share the official ESU competition page with the relevant teacher.
3. Check whether the school will run an internal selection round.
4. Ask about rehearsal expectations, performance dates and whether students can choose their own text.

For home-educated students, the official ESU page should be checked carefully because arrangements may differ from ordinary school entry.

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What makes this competition valuable?

The main value is not simply the final result. The process teaches students to connect analysis with communication. In many English lessons, a student may write about Shakespeare; in this competition, they have to show understanding through performance.

This matters because strong university and future career communication often depends on exactly this combination: reading a situation, interpreting meaning, choosing words carefully, and presenting with confidence.

For younger students, it can also become evidence of:

• commitment to English and humanities
• willingness to perform in public
• creative interpretation
• confidence-building outside normal exams
• participation in a recognised national oracy organisation

For a future portfolio, the strongest reflection is not "I entered a Shakespeare competition". It is more specific: the student can explain how they selected a scene, interpreted a character, solved performance challenges, and improved through rehearsal.

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How difficult is it?

For beginners, the difficulty is moderate. Students do not need advanced literary criticism, but they do need to move beyond memorising lines.

The harder parts are:

• understanding unfamiliar Shakespearean language
• avoiding a flat or rushed performance
• choosing a piece that suits the student's age and voice
• communicating character motivation clearly
• handling nerves in front of an audience

A student with drama experience may find the performance side easier, while a student with strong English skills may be better at interpretation. The best entries usually combine both.

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How should students prepare?

1. Choose the right extract

A good extract should be age-appropriate, understandable, emotionally clear and short enough to polish properly. Avoid choosing a famous speech only because it is famous. A less obvious passage performed with insight can be stronger than a famous passage performed mechanically.

For a beginner, the best piece usually has:

• a clear emotional situation
• changes in mood or intention
• language the student can understand and explain
• room for pauses, emphasis and movement
• a character the student can connect with

2. Understand the scene before memorising

Before learning the lines, students should answer:

• Who am I speaking to?
• What do I want in this moment?
• What has just happened?
• What changes during the speech?
• Which words carry the emotional weight?

This prevents the performance from becoming a recitation.

3. Work on voice

Voice is often the biggest improvement area. Students should practise:

• speaking slowly enough for the audience to follow
• projecting without shouting
• varying pace and tone
• using pauses intentionally
• making consonants clear

Recording practice performances can help. Students often do not realise they are rushing until they hear themselves.

4. Use movement carefully

Movement should support meaning. Too much movement can distract; no movement can feel stiff. A good rule is that every gesture or step should have a reason.

5. Rehearse with feedback

Useful feedback should be specific:

• "I could not hear the final words of each sentence."
• "The change in mood was clear after this line."
• "The gesture helped, but it came too early."
• "Pause before this word so the meaning lands."

This is much more helpful than simply saying "good" or "be more dramatic".

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Useful resources

Students can prepare with:

• the official ESU competition page and teacher guidance
• school drama or English department support
• Shakespeare text editions with notes, such as Cambridge School Shakespeare or Oxford School Shakespeare
• free summaries and scene explanations from reputable education sites
• recorded stage performances or clips, used for inspiration rather than copying
• local theatre groups or school drama clubs

Parents can help by listening, timing the piece, asking what the scene means, and encouraging the student to practise in front of different people.

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Common mistakes to avoid

The most common mistake is memorising too early. If a student learns lines before understanding the scene, the performance can become fixed in a weak pattern.

Other common mistakes include:

• choosing a piece that is too mature or too famous
• rushing because of nerves
• performing with one emotional tone from start to finish
• copying a famous actor's delivery
• using large gestures that do not match the text
• ignoring the listener in a duologue

The strongest performances feel understood, not merely rehearsed.

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How does it connect to other competitions?

Students who enjoy Performing Shakespeare may later consider:

• ESU Public Speaking Competition for more formal speech structure
• ESU Schools' Mace for argument and debate
• poetry recitation or spoken word competitions
• drama festivals and youth theatre opportunities
• writing competitions if they enjoy literary interpretation

Performing Shakespeare can be a gentle bridge from creative performance into broader oracy.

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Key Takeaways

ESU Performing Shakespeare Competition: A Parent Guide is best understood as an intermediate-level opportunity with basic skill demand, a competition-specific entry route and substantial preparation. The ESU Performing Shakespeare Competition is best suited to students aged 11-14 who enjoy drama, English, public speaking, or performance. Entry is school-based, so parents should usually start by asking the English, drama, or enrichment lead whether the school plans to register. The competition is not only about acting ability: judges are also looking for interpretation, clarity, vocal control, confidence, and understanding of the text. Preparation should begin with choosing a suitable monologue or duologue, understanding the scene, and rehearsing delivery rather than simply memorising lines. For students who are nervous speakers, this can be a strong first or early-stage oracy competition because the text gives them structure and a clear performance frame.

Final thoughts

For the right student, this competition can be more than a performance opportunity. It can help a young person discover that literature is not only something to analyse on paper, but something to speak, shape and share. That is a valuable confidence builder, especially before students move into older-stage debating, public speaking or interview-style academic settings.