George Orwell: Animal Farm A detailed scheme of work covering 21 lessons plus resources. Each lesson sets out the learning objectives, starters, introductory tasks, development activities and plenaries. This scheme of work is detailed enough to teach from direct without the need for additional lesson plans.

A second work book for GCSE Literature students studying 'Dr Jekyll and Mr Hyde'.

A character study to make sure that you know everything there is to know about Curley's wife. 24 page booklet aimed at GCSE Literature students - years 10 & 11.

Six detailled lessons for year 5 or 6 using the musical score; Peter and the wolf. The scheme of work is set out in boxed sections to include, lesson objectives, starters, introductory activities, development activities, plenaries and a resource list. Key words are emphasised for the teacher using capital letters. Over all scheme looks at the musical instruments of the orchestra, rhythm and mood. It is essential to use this scheme along side the music Peter and the Wolf by Prokofiev. I have recently updated this scheme to include all resources.

18 lesson scheme of work detailing everything you need for each lesson; -Learning Objectives -Introduction -Development -Plenary -Homework task Exploring one of Charles Dickens' short stories called 'Captain Murderer' - a horrific story aimed at the children in his day. Suitable for year 9 and above due to the cannibalistic nature of the protagonist. Victorian times are also explored in this detailed scheme. So detailed that you can teach directly from the scheme of work without the need of additional lesson plans. My resource booklet accompanying the scheme is also available to purchase from TES.

The first of two detailed schemes of work based on the study of Anne Frank's diary. Here, 6 lessons cover; Objectives, Starters, Introductions, Drama Development, Plenaries and homework. Indented to be taught from the scheme; no additional lesson plans are necessary. All resources are included (SCHEME 2 covers the next 6 lessons - also available on TES). The scheme allows for the study of sections of text from Anne Frank’s diary. Students should develop empathy for Anne’s situation at the same time building a knowledge of World War II and the horrific acts of genocide. Hopefully this scheme will address the issue of prejudice in a way which will allow all students to question their own behaviour and opinions in an attempt to minimise acts of prejudice in your classroom and your school. Drama Learning Outcomes: The students will concentrate on using space constraints and Spectra of Theatre (Light/Dark, Noise/Silence) in order to create dramatic atmosphere and represent the element of fear. Speaking & Listening Range. Group and class discussion, reporting back on small group work; • Exploration and hypothesis • Consideration of ideas • Debate and persuasion • Development of thought and analysis • Presentation of drama to audience(s) • Attentive listening • Groups participation, improvement of communication skills • Evaluation of language use (both verbal and non verbal) • Judge appropriate detail • Adapt speech and performance for the listener • Sift, summarise and use salient points • Consider different opinions • Use persuasive argument(s) • Negotiate consensus • Consider choice • Effectiveness of expression • Listen and respond Reading Range. Reading materials, researching the problem, prejudice, genocide, family support. Using library, internet and discussing issues and ideas in small groups and as a whole class; • Using language in a rich, diverse and imaginative way • Extending moral and emotional understanding • Build perspectives on society and community • Analysis and discussion • Extraction of salient points • Articulation of informed personal opinions (using drama and discussion) • Responding to the opinions of others • Distinguishing between opinions and attitudes • Selecting information Writing Range. A range of writing styles including collaborative note making, diary entries and developing and analysing character; • Informing others through description • Developing character understanding • Using emotive language • Development of thought through review and analysis • Analysis of own writing • Using own writing to inform drama • Expression of ideas (in a variety of ways) • Improving spelling, punctuation and grammar

The second of two detailed schemes of work based on the study of Anne Frank's diary. Here, 6 lessons cover; Objectives, Starters, Introductions, Drama Development, Plenaries and homework. Indented to be taught from the scheme; no additional lesson plans are necessary. All resources are included (SCHEME 1 covers the previous 6 lessons - also available on TES). The scheme allows for the study of sections of text from Anne Frank’s diary. Students should develop empathy for Anne’s situation at the same time building a knowledge of World War II and the horrific acts of genocide. Hopefully this scheme will address the issue of prejudice in a way which will allow all students to question their own behaviour and opinions in an attempt to minimise acts of prejudice in your classroom and your school. Drama Learning Outcomes: The students will concentrate on using space constraints and Spectra of Theatre (Light/Dark, Noise/Silence) in order to create dramatic atmosphere and represent the element of fear. Speaking & Listening Range. Group and class discussion, reporting back on small group work; • Exploration and hypothesis • Consideration of ideas • Debate and persuasion • Development of thought and analysis • Presentation of drama to audience(s) • Attentive listening • Groups participation, improvement of communication skills • Evaluation of language use (both verbal and non verbal) • Judge appropriate detail • Adapt speech and performance for the listener • Sift, summarise and use salient points • Consider different opinions • Use persuasive argument(s) • Negotiate consensus • Consider choice • Effectiveness of expression • Listen and respond Reading Range. Reading materials, researching the problem, prejudice, genocide, family support. Using library, internet and discussing issues and ideas in small groups and as a whole class; • Using language in a rich, diverse and imaginative way • Extending moral and emotional understanding • Build perspectives on society and community • Analysis and discussion • Extraction of salient points • Articulation of informed personal opinions (using drama and discussion) • Responding to the opinions of others • Distinguishing between opinions and attitudes • Selecting information Writing Range. A range of writing styles including collaborative note making, diary entries and developing and analysing character; • Informing others through description • Developing character understanding • Using emotive language • Development of thought through review and analysis • Analysis of own writing • Using own writing to inform drama • Expression of ideas (in a variety of ways) • Improving spelling, punctuation and grammar

AS or A2 Drama scheme of work studying Caryl Churchill's VINEGAR TOM. The scheme covers 30 lessons over 6 weeks (based on 5 lessons per week). Each lesson sets out tasks; Preparation, Exploration of a scene or song, Dialogue, Character, Atmosphere, Politics, Gender. Issues explored are superstition, hysteria, witchcraft and women's punishment Brecht's alienation is explored with the song(s). The scheme of work concludes with students planning and delivering their own drama workshops.

A work book for GCSE Literature students studying Shakespeare's 'Romeo and Juliet'.

A scheme of work covering 20 lessons of study for AQA Conflict; Flag by Agard and The Charge of The Light Brigade by Tennyson. A modern poem and a pre twentieth century poem both about war. The poems are explored using FLIRT; Form (and structure), Language, Imagery, Rhythm & Rhyme Tone. Set out as a 5 letter word; FLIRT works with my visual planning HIGH FIVE (it has been suggested in some studies that male brains respond better when remembering things in fives). My detailed student booklet to accompany the scheme is also available to purchase from TES.

Being not part of the National Curriculum, drama does not have it's own mark scheme at KS3. I created my own assessment scheme, the levels linked to the English NC levels. These assessment levels have been used in every school in which I have worked and the schools have adopted my system as it has proven to be very successful; both easy to use and accurate. I separated my drama assessments into three areas; 1. CO-OPERATION & IDEAS 2. PERFORMANCE 3. EVALUATION This resource is the second section; Performance and includes a teacher mark scheme along with poster sized assessment levels for display so that the students can also understand their level and how to get up to the next level. The levels; over a level 5 also begin to correlate with the GCSE assessment criteria.

Being not part of the National Curriculum, drama does not have it's own mark scheme at KS3. I created my own assessment scheme, the levels linked to the English NC levels. These assessment levels have been used in every school in which I have worked and the schools have adopted my system as it has proven to be very successful; both easy to use and accurate. I separated my drama assessments into three areas; 1. CO-OPERATION & IDEAS 2. PERFORMANCE 3. EVALUATION This resource is the first section; Co-operation & Ideas and includes a teacher mark scheme along with poster sized assessment levels for display so that the students can also understand their level and how to get up to the next level. The levels; over a level 5 also begin to correlate with the GCSE assessment criteria.

Being not part of the National Curriculum, drama does not have it's own mark scheme at KS3. I created my own assessment scheme, the levels linked to the English NC levels. These assessment levels have been used in every school in which I have worked and the schools have adopted my system as it has proven to be very successful; both easy to use and accurate. I separated my drama assessments into three areas; 1. CO-OPERATION & IDEAS 2. PERFORMANCE 3. EVALUATION This resource is the third section; Evaluation and includes a teacher mark scheme along with poster sized assessment levels for display so that the students can also understand their level and how to get up to the next level. The levels; over a level 5 also begin to correlate with the GCSE assessment criteria.

An 8 lesson detailed scheme of work for year 7. Scheme is based upon the performance poem; 'The Playground'. Drama activities bring the poem to life while plenary questions are aimed to expand children's minds to the issues surrounding bullying. All resources are included in this resource. The scheme includes lesson objectives, starters, introductory activities, main activities, plenaries and homework. The scheme of work is very detailed intended to be taught from without the need for additional lesson plans.

A detailed 28 lesson scheme of work (set out in 7 week sections, 4 lessons per week). This is designed as a fun and accessible scheme to introduce younger students to Shakespeare without creating fear and dread. Shakespeare plays; Romeo and Juliet and The Tempest are explored during this scheme. Due to the detail, additional lesson plans are not required. Scheme is set out to include the following; Lesson Objectives, Starters, Introduction activities, Development activities and Plenaries. A complete resource pack is available separately on TES.

The final fourth booklet which explains many drama strategies, how to use them with examples and a list of learning opportunities. This booklet covers Statues, Thought Tunnel, Ritual, Forum Theatre, Gestalt & Cross Cutting, Spectra of Theatre, Defining the Space and Marking the Moment. A FREE classroom display is also available to download, listing all of the dramatic strategies.

This booklet explains how to work with the following stylistic drama strategies; Mute, Still Picture, Banners & Captions, Games, Hot Seating. Descriptions of the strategies are given as well as an example. A bullet point list on every page covers the learning opportunities. Booklet 1 of 4.

The second of four booklets explaining what drama strategies are, how to use them with examples and a list of learning opportunities. This booklet covers Narration, Vocal Collage, Alter Ego, Role on the wall and Teacher in role. A FREE classroom display is also available to download, listing all of the dramatic strategies.

The third of four booklets explaining what drama strategies are, how to use them with examples and a list of learning opportunities. This booklet covers Meetings, Thought Tracking, Verbal Machine, In role writing and Circle of relationships. A FREE classroom display is also available to download, listing all of the dramatic strategies.