This is an 18 lesson scheme of learning used with Year 9 on a carousel structure. The lessons are clear and simple to follow on the powerpoint, including links to clips and homeworks to set. Additional resources are included in the download.

This GCSE Component 1 Portfolio resource, includes key information about the requirements of the portfolio, key terminology pages, assessment criteria and there is a focus page for each of the six questions, including what needs to be included under each question with sentence starters. Students can use this booklet as a working log during the devising process, supporting them to make notes, which will aid them when writing up their final portfolio. This booklet can also be easily adapted for teachers to add stimuli material explored.

This booklet is to support students who are studying the play An Inspector Calls by J.B Priestley. The booklet includes key drama terminology, synopsis of the play, time period, key themes, character information and design element information including; set, lighting, costume and sound. Students can use this booklet for revision and as a working booklet to log down their ideas for the design elements and in answering exam style questions, linked to Component 3: Section A.

Having taught the Edexcel GCSE Drama specification for several years, it has become very apparent that the workload for actors in Component 1 and Component 2, is considerably higher than it is for designers, who are only required to produce a few additional documents once chosen and applied their set, costume, sound and lighting to the devised performance. As a result of this, I have designed a work booklet for each of the design elements in both components. These are designed for students to be able to work through independently (with some group collaboration) unless directed to specific tasks by their teacher. It has been designed to work with the Edexcel specification but could equally work just as well for other exam boards. The booklet contains: -Information on Lighting design within performance -Useful resources -18 tasks for the sound designer to work through (Included in these tasks are the additional documents that are required from th exam board) Many tasks have had worksheets created alongside them for the student to use as templates and these will come as separate documents but within the same purchase. Some of these are specific to my department so feel free to adapt. The book that I reference within these tasks is named ‘Designing Drama’ by Sue Shewring and I would suggest buying this as it is a great resource to have. Please note that I have a folder of exemplars of all documents that are produced from the tasks. I ensure my students take a good look at these BEFORE they make a start so they know the standard of what I expect. I also get my students to collate all their work into a well presented folder.

Having taught the Edexcel GCSE Drama specification for several years, it has become very apparent that the workload for actors in Component 1 and Component 2, is considerably higher than it is for designers, who are only required to produce a few additional documents once chosen and applied their set, costume, sound and lighting to the devised performance. As a result of this, I have designed a work booklet for each of the design elements in both components. These are designed for students to be able to work through independently (with some group collaboration) unless directed to specific tasks by their teacher. It has been designed to work with the Edexcel specification but could equally work just as well for other exam boards. The booklet contains: -Information on Costume design within performance -Useful resources -21 tasks for the sound designer to work through (Included in these tasks are the additional documents that are required from the exam board) Many tasks have had worksheets created alongside them for the student to use as templates and these will come as separate documents but within the same purchase. The book that I reference within these tasks is named ‘Designing Drama’ by Sue Shewring and I would suggest buying this as it is a great resource to have. Please note that I have a folder of exemplars of all documents that are produced from the tasks. I ensure my students take a good look at these BEFORE they make a start so they know the standard of what I expect. I also get my students to collate all their work into a well presented folder.

This resource is a full pack and provides the following: -x3 detailed PPT lessons leading up to viewing The Woman in Black. These includes information regarding: -The Plot -The caracters -The settings -Genre/structure/style -Director/designer intentions and names -Themes -x1 detailed PPT lesson that follows the viewing. This lesson includes a structured plan of how to answer each question in Section B with exemplars. -x1 detailed PPT of notes on each design element in the play and also a range of KEY MOMENTS to discuss. -x1 PPT on feedback from my classes first set of practice questions. -A copy of MY notes from The Woman in Black on all performance skills and design elements. (I have seen the show 8 times so these are very detailed) Resources for students** -WIB synopsis -Character/Settings list -Victorian language sheet -A booklet of exemplar answers -A booklet of previous questions that have arisen -Analysing/Evaluating theatre phrases

A full term scheme of work on Dennis Kelly’s DNA very closely following the Edexcel exam spec (note: this is not suitable for schools using other exam boards). This is from a recently ‘outstanding’ drama dept (deep dived) where 40% of students achieved a grade 9 in the written paper in 2023 and 63% achieved a 7-9 overall. The SOW features: practical and written tasks exam questions and how to answer them examples of student answers and their marks (marked by exam board) an end of unit assessment idea (practical and written) ‘do now’ tasks starting each lesson regular homework/revision tasks double and single lessons easy to follow - even for non-drama specialists all activities tried and tested Everything you need to introduce DNA and the C3 written exam to your GCSE Drama students in one powerpoint!

6 practical drama lessons 5 powerpoints Focussing on the difference between the film ‘The Greatest Showman’ and the real PT Barnum. Skills/Key Words learnt - Slapstick Physical Theatre Naturalism Non-Naturalism Dramatic License Poetic License

A planning sheet to help students structure their thoughts about how they are developing their performances during the devising stages of their component 1 performance.

This simple card sort will help students Identify different lamps, their use and their lighting effect. Helping them answer design questions in their written exam or those who have chosen to be a lighting designer for their performances. Include: Spots, Strobes, Fresnels, Par Cans, Floods and Gobos Comes with mixed up version and correct order (answer) version

A series of lessons studying the techniques of Devising theatre company, The Paper Birds. These 6 workshops individually explore several different techniques over a few lessons, allowing students to explore in the style thoroughly, using their techniques from a range of their different performances. Techniques such as: Puppetry Invisible Forces Flocking Movement motifs (inspired by pictures) Replacement emotions (with movement) Monologue writing And more

This in-depth 24 page booklet explores every aspect of Section A of the Edexcel GCSE Drama written exam (45 marks). The booklet includes: a breakdown of every question that will be asked (4, 6, 9, 12 and 14 mark questions) Exemplar answers of each question Structures of how to answer each question Recap tasks for key skills (e.g. acting and design skills) Practice questions to complete with space to write them in the booklet The answers are focused on ‘An Inspector Calls’ but the booklet is easily transferable and useful for students who are studying any of the plays from the set text list.

This booklet has been created to help guide students when writing their Component 1 Devising Portfolio. The in-depth 24 page booklet can be printed off and handed to students. It covers the following: What the Component 1 Portfolio is The 6 questions and structure of the portfolio Mark scheme Grade 9 exemplar answer with annotations Breakdown of each of the 6 questions with examples and writing frames to help students structure their answers Top tips to help

Scheme of work all about DNA by Dennis Kelly for component three of the Edexcel GCSE Drama exam. This SOW includes: 17 Lessons Exam Papers and Mark Schemes DNA Script SOW Overview Knowledge Organisers Booklets Character Profiles This scheme of work looks at all of the production elements as well as the themes and context of DNA and how to answer section A of the paper.

Are you revising for The Empress at GCSE? Are you teaching the text? This is a comprehensive, dual coded quote deck that will allow students to revise all the most important quotes for the play. There are two decks included here, a standard version for easy revision and an expanded version for top level revision. Each quote deck contains: Quotes for Rani, Hari, Victoria, Abdul, and Dadabhai Matching pictures with each quote to help students memorise them Blank and filled in versions of each quote to help students revise Character maps for Rani, Hari, Victoria, Abdul, and Dadabhai to show how they progress over the play, using the key quotes

This lesson introduces the key conventions of Artaud. You will explore influences such as Balinese dance and Surrealism. The lesson has a range of academic literature mixed with practical activities. This would be suitable for GCSE or AS Level Drama students being introduced to key practitioners. This lesson has a warm up activity, clear learning objectives, a range of practical activities and a written plenary that demonstrates progress. A home work task is also embedded within the lesson and relevant academic literature.

Posters/knowledge organisers about Andrew Bovell’s play ‘Things I Know To Be True’, covering themes, charactres, context, quotes, design, costume, set and key moments. Made by a student for live performance review of A Level Drama and Theatre studies, but please use for whatever you wish as long as you don’t claim it as your own!

A presentation lesson on Lighting Design for GCSE drama. The basic info your students need to know about lighting to access all aspects of the course. Also a good foundation for A level students. The presentation includes visuals and practical exercises to feed-back on the students understanding of the material along the way, and keep them engaged in the lesson. Can be squeezed into a single period or stretched into a double lesson. Areas of focus: Focus and Direction of Lighting (sidelighting, backlighting, frontlighting, uplighting & toplighting explained with example photos, including 3-point lighting explained with diagram) Types of Lantern (Fresnels, Parcans, Profile Spotlights, Floodlights, Birdies, LED’s, Moving Lights) & Special effects (Gobos, Gels, Smoke/Haze machines) Intentions/Styles of Lighting Design (Naturalism vs Expressionism) In addition, lighting terminology such as cue/state/wash/fade/crossfade etc is explained.

GCSE Drama Edexcel Component 3 Section A ‘DNA’ by Dennis Kelly. A comprehensive and detailed unit of work for GCSE students studying ‘DNA’ for the Edexcel specification. The unit of work includes: Do Now Activities (starters) for every lesson Visually engaging PowerPoint lesson plans Images and detailed information linked to the original 2008 performance at The Cottesloe Theatre Writing frameworks for all five questions in Section A of the Component 3 exam A ‘DNA’ workbook Practice exam questions Outstanding results achieved - 33% Grade 9-7

A list of some of the big moments and key points in The Crucible. Can be used as revision or in class. A useful tool to help students summarise and understand a complex play.

Adaptable for any Component 3 set text and practitioner, but created for Punchdrunk and ‘Antigone’, this document helps students identify terminology from the mark scheme and mark their own/peers’ work. Used in conjunction with my ‘Question Structure’ document.