This scheme of work is about the gorgeous story of A Monster Calls. The story is about Connor’s struggle with digesting and coming to terms with his mother’s cancer diagnosis and how he confides in the Monster to understand and cope with his feelings. Throughout this scheme, students build their understanding of the script through applying the style of physical theatre. In the scheme they will be using lifts, movement, and characterisation to create meaning for the audience. The aim of this is to broaden the KS3 curriculum, exposing students to current playwrights in the LGBTQ+ community, Patrick Ness, whilst also implicitly building the working combination of putting on a production in a particular style.

This is an adaptation of Frantic Assembly’s Chair Duets. Social distancing suitable in practical learning. It is a double lesson where students create a sequence of movements (using principles of chair duets) but have adapted to suit current covid restrictions. Students face each other. There are useful resources on there such as music and contextual references to add to the piece later on. There are also videos of strong chair duets.

This is a combination of 2 lessons focused on the practitioner of Brecht. Lesson 1 explores 3 practical techniques: 3rd Person Narration, Direct Address and Gestus. The students then will be at home exploring this with a short section of script where they have to rehearse this to perform over zoom/ teams/ live virtual platform. Additionally, there is another lesson filled with independent tasks to explore with a focus on devising. This includes the stimuli from WJEC Eduqas 2022 devised Component 1 criteria. The students then have to apply what they have learned, to an idea they have. There is also an array of resources for them to explore should they wish to expand their knowledge. This is designed to be a distanced learning/ covid isolation/ home learning lesson which allows for practical work to continue. I have lots of resources on my dashboard about social distancing/ isolation in drama. I also have a bundle of 4 lessons to introduce all 4 stimuli from the WJEC Eduqas 2022 exam board.

My Year 9’s absolutely loved this scheme of work. Students are assessed by producing a film trailer (of any style they wish) for a theatre text they choose. These texts can be changed to suit your cohort of students. Each group became their own theatre company and had to have different roles that they were responsible for e.g. director/ camera operator/ treasurer/ actors etc. We had lots of fun generating the ‘National Lottery Funding’ where they can ‘win funding’ for their theatre co. I did a lot of teacher in role where I used a microphone and a sparkly jacket to host the games. Students then spent their ‘budget’ on props and costume in an auction (again teacher in role) for their production. After this students planned their films, conducted rehearsals and then created their films around site. They absolutely loved doing this and it created some excellent independence. From this, students then had to edit and layer their films and we then held a film premier with popcorn - they absolutely loved this scheme of work. They particularly enjoyed learning about the skills in acting for film, considering target audience, and having the independence to create something of their own. We had an award ceremony for the films and this was great for motivating students. This scheme is planned to cover 2 terms of Year 9 lessons - Year 9s have 2 lessons of drama over a fortnight - we teach 100 minute lessons.

Easy to follow Stage Combat scheme of work aimed for year 9 students. 9 lessons in total. Full unit of work. Focus on Health and Safety of stage combat as well as learning particular moves and skills each lesson, building their sequence in pairs. They perform their stage combat scene at the end of the scheme as their performance assessment and then there is a theoretical test with multiple choice answers.

This is a powerpoint filled with many tasks (roughly 2 hours worth) for students to complete independently. It features challenges and ‘help pages’ with a range of different activities, from drawing storyboards to writing a trailer review, to asking questions etc. There are also videos and script extracts for them to explore.

This is a double lesson (Although it may be too much content so could be another lesson) that focuses on the techniques that The Paper Birds use throughout many of their performances. It looks at their style features and inspirations, practical tasks that can be completed with a socially distanced environment. Featuring Flocking/ Elements of a picture/ Verbatim and Representing emotions through movement. These were all from 2 workshops that we have had ourselves, from The Paper Birds - I have taken their principles and put this into the lesson plan. Our students always respond really well to The Paper Birds. This can be used for A level and GCSE students (Verbatim may need to be changed for GCSE)

This lesson explores the idea of 7 levels of tension, accuracy with mime, confined space work and cane exploration. It looks at building the skills of the students through exercises that Lecoq would explore with his students. The lesson is easily adaptable and has some ideas about more Lecoq activities on the final slide.

This full lesson teaches A level students the specific features of Expressionism with the aim to focus this on Machinal by Sophie Treadwell. However I have made this lesson so that you can adapt it to suit your text. It looks at the influences of art onto different elements of theatre such as lighting, set and performers. This aims to cater for the Edexcel Drama and Theatre studies set text (Section B) in the written A level exam. It can also be used as a revision resource/ independent work.

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 is a resource design for a costume design student to independently work through for a devised piece of theatre. This can be easily adapted.

Frantic Assembly lesson focused on Round by through. Easy to follow and is designed for devising unit. I do Edexcel, however this can easily be adapted to suit any exam board - it is very open.

This lesson looks at the detailed method of Emotional memory. It is a practical lesson where students will learn about how to simulate emotion, but also how to draw and different ways in a performance to execute the emotion well. An opportunity to explore a monologue from Monsters is in the latter part of the lesson. This was designed During covid so can be done using social distancing/ even in isolation.

This was a live lesson that I completed with my GCSE students who are looking at devised theatre with the new stimuli from WJEC eduqas exam board. The tasks are suitable for home learning independently or can be taught in a live lesson. This is an easily adaptable lesson but the outcome is that students are exposed to the 1st of 4 stimuli from the 2021-2022 stimul from WJEC Eduqas drama. This resource is easily adaptable to suit your style of teaching. I have a lot of home learning and socially distant resources on my page for all secondary school years. I have resources on all 4 stimuli and have created a bundle

A powerpoint filled with 15 different drama games - full instructions for each game is included In this powerpoint there are games that are ‘classics’ vs new games that are great to explore and play. Some have been or can be adapted easily to suit social distancing. This is a great resource for end of year drama lessons! Games include: -Graveyard -Penguin Mafia Night at the Museum Evolution Keeper of the Keys Zip, Zap Boing Buzzy Bee’s Fruit Salad Who moved first 11’s Heads or Tails Wink Murder Why are you late? Everyone can act

This quiz is designed for a double lesson or 100 minute lesson, covering all bases for the written GCSE WJEC Eduqas paper. On the tables of the groups I would place crisps and apple juice to give more of a ‘Pub Quiz’ feel, rather than just a test. My students loved this idea and preferred it a lot more that just a typical quiz.

This lesson is a home learning/ live lesson for devised work with the new stimuli for WJEC Eduqas stimuli for 2022. The lesson is very easily adaptable and involves students doing a lot of discussion, but can develop this into research tasks for their own individual focuses. I have lots of home learning and socially distanced lesson plans

This video is a ‘phorensic investigation’ of the Albert Snyder murder in 1927. (The murder that the play Machinal was based off of). On my profile are the documents of the ‘Case Files’ featured in the video so that you are able to print them off in the necessary order that corresponds with the ‘findings’ of the video. The idea being that each student is given a case file and are expected to reveal it when it’s their turn on the video. The resources can be found here https://www.tes.com/teaching-resource/machinal-murder-case-files-x-7-social-distancing-resources-12329667 Students will then ‘solve the crime’ from the video and the case files. This has been adapted from a practical ‘phorensic investigation’ lesson to suit social distancing safety for schools. Alternatively it can be used for online/ live teaching. The video instructs you when to pause the video to discuss/ investigate the documents.

This set of Case files directly link with Crime Scene video and correspond with the video of unfolding of events in the Albert Snyder murder case (committed by Ruth Snyder and Henry Judd Gray). This is the case that Sophie Treadwell based they play Machinal off of. I use this as an introductory ‘hook’ lesson to spark the interest of students studying it. It involves a video and individual case files for the students to use to solve the crime. All files included are from the research and media documentation of the case. I have adapted this work with the idea that each student will have files on their table that they have to open at certain times during the ‘case meeting’ with the ‘phorensic video’. This has been adapted from my practical crime scene lesson to suit safety measures of social distancing. These files correspond with a ‘phorensic investigation’ video of the murder. Resource can be found here https://www.tes.com/teaching-resource/machinal-crime-scene-video-distance-learning-live-teaching-12329728

This lesson is a series of 1 of 4 (please see other lessons - I offer a bundle) This explores the exam stimuli for 2022 WJEC Eduqas (Current Year 10 students for devised) and creates a platform of ideas to spring off of for students. It is designed for a live lesson but can easily be adapted to suit a practical lesson too. It offers an independent task for students to complete in exploration of the stimuli - promoting independent learning and ideas.

This lesson is a series of 1 of 4 (please see other lessons - I offer a bundle) This explores the exam stimuli for 2022 WJEC Eduqas (Current Year 10 students for devised) and creates a platform of ideas to spring off of for students. It is designed for a live lesson but can easily be adapted to suit a practical lesson too. It offers an independent task for students to complete in exploration of the stimuli - promoting independent learning and ideas. I have lots of home learning resources on my page, please take a look.