This resource pack from the National Theatre contains free downloadable pdf resources for teachers, students, researchers or anyone interested in discovering more about the National Theatre's production of &'Can We Talk About This?&';.

Envy/ Greed/ Satisfaction/ Happiness/ Primary/ Secondary/ Whole school/ Assembly This assembly looks at the fable of the dog and his reflection. It talks through the fable step by step (and gives some interesting facts) before looking at what exactly greed and envy are. It looks at the many ways your students can count themselves lucky and although ambition is not always a bad trait, it is important they do not always compare themselves to others. It finishes by posing a tough question asking the students to reflect on the message mentioned above. The pack contains: Full power point A ‘how to use guide’ with synopsis, help with delivery and customisation ideas Thanks for looking.

Use for a final revision lesson on Macbeth. Present students with the 6 big ideas about the play. Give students the attached top 50 quotations revision sheet. Ask them to make notes on each big idea using the sheet. Then go through the model answers on the PowerPoint. Each answer appears on a mouse click so you can talk through each answer one by one. Also includes 6 exam questions to plan on one printer-friendly planning sheet. Also includes a 100 question quiz on the play with accompanying answer sheet that is useful to use throughout Year 11 to assist with knowledge retention. Also contains the top 100 quotations with a brief explanation to help students get started with developing their inferences on each quotation. Alternatively, ask students to use a code to link each quotation to one or more themes such as a for ambition, g for guilt, s for supernatural. Also includes theme and character revision cards. The 50 quotation quiz comes in two forms. One will take a full lesson while one is ideal as a repeatable recap activity (spaced learning).

Highlights at http://icould.com/videos/amy-worsfield/?length=short Amy's job is to bring music to people who are not typical concert-goers. Her inspirational singing teacher led her to apply to the Royal College of Music rather than following a route into medicine. She talks of 'the incredible joy of giving everything you have into the ether for people to appreciate'. Her ambition is to sing the part of Sophie in Der Rosenkavalier.

Full version at http://icould.com/videos/amy-worsfield/?length=long Amy's job is to bring music to people who are not typical concert-goers. Her inspirational singing teacher led her to apply to the Royal College of Music rather than following a route into medicine. She talks of 'the incredible joy of giving everything you have into the ether for people to appreciate'. Her ambition is to sing the part of Sophie in Der Rosenkavalier.

Amy's job is to bring music to people who are not typical concert-goers. Her inspirational singing teacher led her to apply to the Royal College of Music rather than following a route into medicine. She talks of 'the incredible joy of giving everything you have into the ether for people to appreciate'. Her ambition is to sing the part of Sophie in Der Rosenkavalier.

This printable resource contains an interview transcript about Gregory Doran's production of Antony & Cleopatra. Use this in class to give students an insight into staging and analysis techniques. Director Gregory Doran talks to Carol Chillington Rutter about his production of Antony and Cleopatra. Carol Chillington Rutter is Professor of English Literature at Warwick University. This is a transcription of the Director Talk event on 18 April 2006 which took place in front of an audience at the Swan Theatre, Stratford-upon-Avon.

There's more in here than you could fit into an hour-long lesson, so choose your favourites and/or set homework! I like to start with the *plot overview*, drawing attention to the way that each chapter is set at a particular time of day and in one particular place. I also talk about the structure of the novel, about how both hope and a sense of impending trouble build and build until the death of Curley's wife, at which point tragedy prevails and all hope is lost. I then move onto *the creation and function of characters*, explaining how different techniques are used to create characters, different characters represent different themes, and different themes are used to communicate particular ideas/the author's main messages. Some techniques for creating characters are given - can students think of any more? Can they name nine characters and give two words to describe each in the next row? Then, can they think of themes that each character represents? Then finally, what does Steinbeck tell us about these themes? What are his main ideas/messages in the novel? This works well as a group activity as it gets students talking about the characters in depth and thinking about their role in the book. The idea is to help them to understand how the characters have been created very deliberately and purposefully to help Steinbeck communicate something. As an extension, there is then space where three characters can be analysed in more depth. There are three AQA *exam-style questions*, where the first part of the question asks the student to respond to an excerpt and the second asks how something is presented in the rest of the novel, considering the historical context. Question C on ambitions and opportunities is my favourite and ties in well with the above analysis of characters. I like to discuss the first part of the question, then briefly revise context with the *US in the 1930s* sheet before moving on to the second part of the question. These questions could be used for group discussion, essay plans or full independent essay-writing practice. Some *quotes* are also included. Each quote has a point sentence; students could be asked to pick a few and add analysis.

This pack supports the RSC’s 2011 production of Macbeth, directed by Michael Boyd. The activities provided are specifically designed to support KS3-4 students (but can be adapted for younger students) studying or seeing the play, offering a deeper insight into the choices that can be explored through staging. The pack explores a variety of activities based around themes and these are designed to help you to plan your lessons: Activities explore: Macbeth's ambition; Malcolm, Banquo and Fleance; Macduff and his family; Macbeth and Lady Macbeth and What is it to be a man? Activities follow the RSC's active approach to learning about Shakespeare and are driven and guided by our rehearsal room practice. The pack also contains text based resources and key speeches from the play.

Siemens Education’s activity ‘Girls in STEM’ was developed with support of the PSHE Association and aims to support teachers and parents of KS2 students to nurture their child’s careers ambitions. The lessons are also designed to help address the gender imbalance and the drop-off in interest in STEM subjects and career choice in primary school through the PSHE curriculum. Lesson content is aspirational and realistic, helping to raise pupils’ awareness of the wide range of opportunities available to them in their future careers, while drawing on real-life examples and case studies that reflect a range of skills and abilities. Learning Objectives To explore what is meant by ‘gender’. To learn about the skills and attributes needed for the world of work. To consider how positive role models may influence my life and possible future career choices (including STEM careers). To explore personal aspirations and career choices Find more curriculum linked resources at www.siemens.co.uk/education.

These are articles from various online sites that I use in class on Equality and Diversity issues. I use them to lighten the mood, make the topic come to life a little and get people talking.

A guide to help you meet the statutory guidance and give impartial careers education - produced by the Association for Careers Education and Guidance and Youth Access. (Apprenticeships, Further Education, Getting a Job, Higher Education, Work Experience, Volunteering & Gap Year, Self-employment/Entrepreneurship).

This is a 'puzzle' lesson. The power point gives the instructions that they need. After they have discussed I get them all to write a response to gauge their understanding

A resource with a video link and lesson plan and student activities to support it. Do you give to beggars? Word on the Street is an interview with eight young people from around the UK giving their opinions on homelessness. The film provides a balance of attitudes with four negative and four more sympathetic responses. Comment: The approach is chatty and colloquial, so ideas tend to be undeveloped, but it does provide a starting point for discussion. It is also good for getting students to concentrate on use of appropriate language for audience and purpose.

I made this last year when teaching 'Frankenstein&' at AS for the OCR English literature spec (although could be adapted). I kept it to myself for a year but I think it&';s time to share the love. It's very detailed - could give to students as there are loads of activities but also would be useful if you&'re tackling the text for the first time - as a PGCE/NQT in particular, as many bits could be adapted into lesson activities. Fly free, Frankenstein.... into the &';darkness and distance'!

Not been near internet for a few days, so here is a bit of the backlog In haste and best wishes for the second half of term. If you'd like me to come into school as a visiting speaker or to give any kind of support that might be helpful please send me a pm. I'm still giving my time free and just ask for travel expenses All the best DMC

This is a background pack for Home by Nadia Fall, a verbatim piece that gives voice to young people living in a London hostel. Included in this pack is a rehearsal diary and an article on verbatim theatre.

Dear All, I was luck enough today to attend a meeting of local Heads of Science at Redhill school, Notts. We had two speakers one from the SLC Martin Reece and also the ofsted subject lead for Science. From what we talked about I have gathered some documents from various places: ofsted, ASE and also added my own notes from what Brian Cartwright said to us (my own jottings). This should be of use to any Science department from Nov 2013 onwards. Certainly the ASE one should be the backbone of anything we are doing in Science. A very long read but super! Enjoy!

These are adapted from info on the OCR website. They give a basic outline which I hope to add to, when I have time to bring in info from other sites. Hope it is helpful. I would encourage students to turn this into mind-maps and spacial, or visual patterns which enable them to link common ideas and overlapping theories.

These documents give you some information to help plan a fantastic lesson. If you are not meeting the right stuff on the grid you lesson is not good enough in ofsted speak. Some of the stuff is older and some is newer but a blend of items from all the documents should mean that everyone avoids an unsatisfactory obs. If you do all that it in the documents then should should be a little way there. I keep adding things in so please check back. I have just added a great document I got on a training course from an expert ex inspector. It has some great ideas. I just edited it a bit!

We have asked six education professionals, with very different backgrounds and views, to give us their opinion on what behaviour in schools is really like. Six young people had a right of reply to these views. These articles show that opinion is very divided on this issue, and that perceptions, even among those who know the system inside out, can be very varied.