This 12 slide PowerPoint explores the essential elements of The Paper Birds Theatre style. With practical tasks as well as in-depth information, these lessons (which can spand over 4 hours) will help ensure students fully understand his style. The lessons are structured to help students not only understand the style, aims and techniques but also how to devise their own work within the style. Essential for any GCSE/ BTEC/ A Level/ IB Drama and Theatre student.

Enhance your understanding of The Patient–Practitioner Relationship (8.1) in Health Psychology with this comprehensive 109-slide lesson resource designed for AS & A Level Psychology (9990) based on the 2024 Cambridge syllabus from the Hodder textbook. Features Comprehensive Coverage: 109 slides covering the following: 8.1.1 Practitioner and Patient Interpersonal Skills Non-verbal communication: Focus on practitioner appearance and attire, including McKinstry and Wang (1991) on how clothing affects patient confidence and trust. Verbal communication: Understanding barriers to medical terminology and their impact on patient comprehension, supported by McKinlay (1975). Issues and debates: Idiographic vs. nomothetic approaches, experiments, questionnaires, quantitative data, and generalisation of findings. 8.1.2 Patient and Practitioner Diagnosis and Style Practitioner diagnosis: Exploring diagnostic decision-making, disclosure, and the effects of false positive/negative diagnoses. Practitioner style: Comparing doctor-centred (directive) and patient-centred (sharing) consultations, with key study Savage and Armstrong (1990) on satisfaction and adherence. Issues and debates: Individual vs. situational explanations, cultural factors, determinism vs. free will, and application to daily life. 8.1.3 Misusing Health Services Delay in seeking treatment: Reasons and models of delay, including Safer et al. (1979) and the Health Belief Model. Abnormal illness behaviour: Differentiating Munchausen syndrome and malingering, with study Aleem and Ajarim (1995). Issues and debates: Reductionism vs. holism, idiographic vs. nomothetic methods, and generalisability of findings. Each study includes its context, aims, design, methodology, findings, and key evaluations. With reflection prompts, YouTube video links, and visual diagrams, these slides offer clarity, engagement, and analytical depth—making them ideal for both classroom instruction and independent study. A complete, exam-focused companion for mastering Health Psychology 8.1 in the Cambridge AS & A Level Psychology (9990) syllabus.

7 lessons 6 on a different practitioner in theatre. Very basis stuff as it is meant to be an introduction to the concept of different practitioners in drama. Purpose is to allow students to widen their perception of the reasons drama is how it is.

This 18 slide PowerPoint explores the essential elements of Frantic Asssembly’s theatre including Round-by-Through, Hymns Hands etc! With practical tasks as well as in-depth information, these lessons (which can spand over 4 hours) will help ensure students fully understand this style. The lessons are structured to help students not only understand the style, aims and techniques but also how to devise their own work within the style. Essential for any GCSE/ BTEC/ A Level/ IB Drama and Theatre student.

A power point outlining the key concepts, historical information and practical activities of 5 practitioners. Stanislavsky, Brecht, Lecoq, Berkoff, Artaud. The information has been collated from various my experiences, books and information online. It was created with the year 13 unit 4 preparation in mind. Specifically for section A on Lysistrata. It can be adapted to suit any group.

This 19 slide PowerPoint explores the essential elements of Bertolt Brecht’s ‘Epic Theatre’. With practical tasks as well as in-depth information, these lessons (which can spand over 4 hours) will help ensure students fully understand his style. The lessons are structured to help students not only understand the style, aims and techniques but also how to devise their own work within the style. Essential for any GCSE/ BTEC/ A Level/ IB Drama and Theatre student.

A workshop on the history, artistic policy and techniques of DV8. The workshop was designed to be used over three lessons although could be adapted to suit more or less. It consists of information about DV8, warm ups, short tasks based on their techniques that include music and links to DV8 videos. It looks into 4 different DV8 projects and includes links to short clips. The workshop culminates in students creating their own piece in the style of DV8.

Specialist Option 3: Health Psychology CIEA The patient- practitioner relationship 3.1.1 Practitioner and patient interpersonal skills KC3 KC5 Learners can describe and explain various definitions of health. Learners can understand and explain different means of communication used by health practitioners as they interact with patients and practise their evaluation skills when considering some of the research in this area. All Key studies are collected in the PP Presentation Examination question based on the types of questions in past papers. Visuals & Engaging presentation Includes Evaluations & Issues and Debates

SOW introducing the students to the theatre practitioners Stanislavski, Brecht, Berkoff and Artaud. Students will spend two lessons on each practitioner rehearsing their influences on theatre to enable them to reach the higher levels should they continue with Drama at GCSE level. Students are assessed on Devising, Performance and Writing in this half term. Texts and resources needed: Self-Assessment sheets, SOW Assessment grids, Assessment outcomes and criteria: • Written Assessment: Students in 9Ldr1 – 9Ldr3 will be expected to keep a log book of everything they have completed in lessons before completing comparison questions on the practitioners. Students in 9Ldr4 – 9Ldr6 will just be completing a written self assessment this half term. • Practical Assessment: Students to be assessed on their performing ability in front of the class and their ability to perform in the style of a theatre practitioner. Assessment is practical and as part of mixed ability group. • Devising Assessment: Students to be assessed on their ability to devise a performance. • Variety of peer and self-assessment opportunities when practicing and performing during lessons.

A PowerPoint presentation on practitioner workshops focusing on GCSE and A-Level Practitioners.

These 24 Practitioners task cards are perfect for your Drama (or English) lesson plans and topic. They are suitable for secondary students. They feature different activities including knowledge retrieval practice, multiple choice and spot the mistakes amongst other Drama related activities. Contents of Drama Knowledge Retrieval Topic Task Card bundle 1 x Set of 24 Different topic Task Cards with a range of activities and styles in PDF 1 x Teacher answer sheet - All answers covered 2 x Student fill in activity sheets that can be used with the cards (optional) How to use Knowledge Retrieval Topic Task Cards? These cards are perfect as an extension task, starter or plenary and as a means of testing knowledge upon completion of a unit. For a short task (extension/starter/plenary), you can simply give them one or two cards and differentiate which cards are given according to the students level or their areas needing improvement. For an end of unit, you could hand the cards out to different groups and have them switch the cards after a certain period of time (e.g. one group gets multiple choice, one group gets spot the mistakes, one group gets photocards, etc.). Benefits of using this new style of T&L activity Set of retrieval activities Motivating for students Bitesize English tasks Fun way to revise a topic Allow for differentiation Copy, cut and laminate – use over and over again Versatile and can be used in many different ways You may want to check out some of our other great DRAMA resources: Dramatic Works and Theories Christmas Drama Escape Room Stage Production We offer a full teaching curriculum for the following subjects; PSHE Careers Sixth Form Personal Development GCSE Citizenship You can also get more FREE tips, resources and curriculum ideas by joining one of our teacher CPD Support groups Search ‘Cre8tive Resources’ for support with our library of resources or send us an email to TheCre8tiveResources@gmail.com Explore all our resources on TES

This is a Theatre Practitioners A4 Knowledge Organiser. On this knowledge organiser there is information on: Brecht Artaud Stanislavski

Brecht, Berkoff, Artaud, Stanislavski and Frantic Assembly

This is a unit of work that looks at three contemporary theatre companies, it includes all the resources necessary and an assessment. The six week SOW is adapted from workshops designed by the Curious Theatre Company. The lessons are designed for two hour sessions and would be suitable for high ability KS3 or even KS4. *I do not own any of the images, media, music, videos used in the PowerPoint or for resources*

This scheme of work explores three key practitioners; Bertolt Brecht, Konstanin Stanislavski and Antonin Artaud. The lessons explore each practitioners style, aims and allows students to compare them to one another. There is a predominant focus of Brecht to help students develop deeper understanding in preparation for GCSE.

This pack provides an overview of 6 influential and innovative British Theatre Companies Practitioners who would be useful for A-Level and GCSE Drama students to explore. Practitioners included are The Paper Birds, Splendid Theatre, Frantic Assembly, Gecko Theatre, Kneehigh Theatre & Punchdrunk. Each knowledge organiser/poster provides the following: Facts About Us (Founders, dates & location) What We’re Known For (Summary of their style, techniques and processes) Quote US On This (Range of useful quotations from the founders/companies/artistic directors themselves related to their views on theatre and their work) Some of Our Best Known Work (Two images of their work) These highly visual resources are ideal for printing and displaying in the classroom, studio as well as distributing to students for revision, handouts, supporting workshops or blended/home learning. You will receive a high quality pdf document of the poster/knowledge organisers ideal for printing or displaying digitally. If you found this resource useful then please look out for our best selling accompanying resource on Drama Practitioners- AVAILABLE AS A BUNDLE!

This is an excellent resource to display in any Drama studio and Drama classroom. They outline several important theatre practitioners and the key elements that make up their approach to creating theatre. Excellent for KS4, A-level, B-Tec and even degree level. They look fantastic blow up to either A3 or A2. 16 of the world’s leading theatre companies and practitioners. Berkoff Brecht Paper Birds Artaud Boal Kneehigh Wise Children Frantic Assembly Told by an Idiot Complicite Frantic Assembly John Godber Rashdash Spymonkey Splendid Productions Stanislavski Gecko

Excellent SOW and full lessons on the practitioners: Arteud, Stanislavski, Knee-high and Brecht. A minimum of 4 lessons, however usually lasts 8 lessons and can be expanded. Makes practitioner work accessible through fun exercises. Can be used for Y9, 10, 11.

6 lessons exploring Berkoff , his history and tasks revevant to his practice. This work is designed to be delivered to Year 12 but could be shown to a high ability year 11 It is ready for action, starters, lesson objectives and plenaries I also have a range of other practitioners too…

Resource Description: Practitioner in Focus – Konstantin Stanislavski These resources form a coherent introductory unit for Drama students, focusing on Konstantin Stanislavski as a foundational theatre practitioner. They are designed to support KS3–KS4 / IGCSE / IB MYP–DP (introductory level) and balance theoretical understanding, practical exploration, and reflective learning Scheme of Work: Practitioner in Focus – Konstantin Stanislavski This scheme of work provides a structured 60–90 minute lesson introducing students to Stanislavski’s life, context, and influence on modern realistic acting. Key features: Clear learning objectives aligned with drama assessment criteria Introduction to historical context (Russian theatre, realism, Moscow Art Theatre) Explicit focus on key terminology (realism, practitioner, motivation, ensemble) A balance of teacher input, discussion, and practical drama activities Embedded assessment for learning, including self-, peer-, and teacher assessment Built-in differentiation strategies to support mixed-ability learners The lesson positions Stanislavski as a starting point for modern acting, preparing students for later study of realism, character motivation, and actor training methods. Lesson Activities & Pedagogical Approach The lesson uses a progressive structure: Starter: Analysis of a short, accessible realistic film clip to introduce the concept of believable acting Theory: Teacher-led explanation supported by slides and student fact sheets Practical: Paired performance comparing exaggerated vs realistic acting Discussion: Guided reflection on why realism matters and how Stanislavski changed theatre Plenary: Written journal reflection to consolidate understanding This approach supports kinaesthetic learners, encourages critical thinking, and links theory directly to performance practice. Slides / Presentation Resource The accompanying presentation supports: Visual explanation of Stanislavski’s background and aims Key vocabulary reinforcement Structured prompts for discussion and reflection Clear scaffolding for note-taking and knowledge organisers The slides are designed to be student-friendly, visually clear, and adaptable for different age groups and exam boards.