This unit uses a shoebox filled with various items as a stimulus for devising a group piece. The students will look at the contents of the box and establish connections and create plot, characters and location. The scheme of work suggests objects to place in the box. One box can be used for a whole class or a variety of boxes can be created so each group has their own.

This powerpoint guides the students into understanding what a Still Image is and how it differs from a freeze-frame. It includes warm-up activities and practical tasks to enable the students to understand how to create effective Still Images and the key features. Events and then emotions are used with the chance to use music and lighting and explore the idea of transitions to build up to create Image Theatre. A valuable technique to learn that can enhance future drama work.

This 5 page scheme of work will help to develop the students’ acting techniques. It includes connected games and warm-ups to explore character work and acting and then has a number of tasks using the theories of Stanislavski and Brecht to put what they have explored into practice.

This unit of work will introduce Absurdism and Theatre of the Absurd to the students. This scheme of work can be delivered over 4/5 lessons depending on length and includes connected warm-ups, tasks and opportunity for discussion. Aspects include: Status Sub-text Stream of Conscious Lucky’s speech from ‘Waiting for Godot’ is used for inspiration. A handout for the students with facts and features is also included.

This resource includes a short script featuring most of the well-loved characters of this tale. I have added Tweedle-Dum and Tweedle-Dee too. A cast list is included and a synopsis of the story for those unfamiliar with the plot or for playing Whoosh as an introduction and a list of suggestions for music and sound. Suitable for all ages with scope for a large cast.

This resources includes a short script involving the main events and characters of this well-loved story. I have also included ideas for sound effects and music and a synopsis for those who are not familiar with the story or for playing Whoosh as an introduction to the plot. It is suitable for age 7 and up and can accommodate many roles which can be expanded with more Lost Boys (children) and pirates as necessary.

This unit encourages students to think about what a stage set can depict to an audience and how it can also be used as a stimulus. The students will enter the space to a pre-set stage set and have to make decisions on where it is, who it might involve, what has happened and what might happen next. Era Location Characters Plot Suspense/tension

An introduction to the concept of mirroring using movement. This distinguishes the difference between copying and mirroring and encourages pair work. A good ice breaker for a one off lesson with a new class as no dialogue is required. Concentration Focus Timing Clarity of movement Speed Shape Size Co-ordination Response to music

A collection of games and exercises aimed at older students. These act as good ice breakers at the start of term and also encourage confidence and more challenging aspects to develop their skills.Each is fully explained with some examples and some extension work where appropriate.

Based on the well loved book by Roald Dahl, this scheme of work uses the play text adapted by David Wood. Several lessons will introduce the students to the characters, plot and use of song. Characterisation Use of voice Use of physical skills Interpretation of song Creating a sequel

This resource includes a script, cast list and ideas for sound and music to use. Suitable for a large cast or all ages with room for expansion and includes options for dance. The script can be adapted/changed to include topical/local jokes.

This resource includes a script, cast list, ideas for props, sound and music and a synopsis of the story for those unfamiliar with the plot or for playing Whoosh to introduce the events and characters. Suitable for all ages and a large cast, the script also suggest opportunities for movement/dance.

This scheme of work uses mime, movement, props, costume, space and comedy as well as music. In section 1, the students will act as mannequins being ‘arranged and dressed’ by one or two students as window dressers. This takes great concentration and stillness and controlled facial expression. The window dresser(s) in contrast should be larger than life characters that are very flamboyant and precise in their work. Shop muzak can be used to help timing and comedic effect. The second section after the dresser is happy with their display involves a change in music and the mannequins gradually come to life. This challenges the students’ movement skills, timing and reactions. A guide is given for the content of each section but the students may have their own ideas for the type of shop display and what happens in the end. Great scope for exploring the use of props, costume, movement and space. Extension of creating dialogue between the mannequins and/or window dressers.

Beautiful story from Bali, very different to traditional fairytales. A clear narrative to enable students to dramatise the story in their own way. Lots of interesting characters and scope for physical theatre. Options for multi-roling, narration, characterisation, exploring use of music and sound effects and costume. This powerpoint leads the students through the process of turning page to stage with connected warm-up to introduce the story. The story is included and a script adapted from the original story as printable documents and a detailed scheme of work. Can be taught over 3/4 75 minutes lessons but could be adapted/condensed depending on the length of your lessons. Several worksheets are also included for extension work in various areas that could be used for homework or classroom lessons.

This full scheme of work offers opportunities for the students to explore the text in a variety of ways. Tasks incorporate plot, themes, context, character through practical exploration and ideas for recording their findings as a diary. Although written a long time ago, the themes of the horror of war and PTSS are relevant today. Skills included over several sessions are: Vocal awareness Physicalisation Language Characterisation Interpretation Non-verbal communication Visual, aural and spatial aspects Context

This scheme of work explores Olwen Wymark’s ‘Find Me’ in numerous ways. The tasks explore use of voice and movement, off text work, characterisation, plot and context.

A bundle of Drama activities to set students you are unable to physically see to teach. Various tasks including characterisation, preparing monologues for performance, set and costume design, script writing, response to music and art. Suitable for ages 11 to 18 as can be adapted according to suit set texts and particular styles being studied. Useful as preparation for performance and written exams and group work when back in class.

Introduce your students to the fabulous story of Macbeth resulting in a whole class performance of the play in 20 minutes! Various activities and games to introduce characters and themes are included including Whoosh! and freeze frames. A synopsis of the story and the story broken into scenes are included to be allocated to small groups to dramatise in their own way to join together for an end class performance. A list of connected tasks is also included for use as homeworks or if working in a classroom. Characterisation Movement Dialogue Narration Style

10 drama warm-ups using socially distanced guidelines, These include vocal, physical, characterisation and improvisation.Suitable for age 8 to 18 as can be adapted to suit as suggested in the Teacher’s Notes. Power Point and printable pdf file. Please read before you buy in case not suitable for your school’s structure/policies Thank you

This complete scheme of work explores the plot, characters, themes and context of this classic comedy. Skills included over ten 100 minute session are: Vocal awareness Physicalisation Language Characterisation Interpretation Non-verbal communication Visual, aural and spatial aspects Context