An excellent KS4 resource for GCSE drama AQA 8261 specification on Blood Brothers with a complete and ready to go twelve lesson SOW which includes all additional worksheets. If you purchase this scheme of work you get access to twelve lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the twelve core outcomes which are designed for this module. In this twevle lesson SOW students will learn about: Lesson one: In this lesson students learn to read and understand act one of Blood Brothers and work co-operatively as a team to analyse a crime scene in preparation for act two of Blood Brothers next week. Lesson two: In this lesson students learn to read and understand act two of Blood Brothers and adapt our vocal and physical skills to play different characters from different social classes within the play. Lesson three: In this lesson students learn to create effective dramatic tension on stage and show this in a performance. Lesson four: In this lesson students learn the techniques that are needed to play a child effectively in a performance inspired by Blood Brothers. Lesson five: In this lesson students learn to identify the genre, style and structure that Blood Brothers is written within and how do we practice a four mark question from the written exam. Lesson six: In this lesson students learn to understand the social, cultural, historical and political context of the play Blood Brothers. Lesson seven: In this lesson students learn to identify key moments within Blood Brothers where context can be seen clearly for the audience. Lesson eight: In this lesson students learn to use non-verbal communication skills to create tension effectively, for a question 6.03 on the written exam, between the characters of Mickey and Linda within your performance. Lesson nine: In this lesson students learn to use vocal and physical skills to create a dramatic climax, for a question 6.03 on the written exam, during the final scene of Blood Brothers. Lesson ten: In this lesson students learn to use their vocal and physical skills, together with any appropriate theatrical skills, to bring their two chosen extracts from Blood Brothers to life effectively on the stage. Lesson eleven: In this lesson students learn to understand the requirements of a Section B question on the set text of Blood Brothers for the written paper. Lesson twelve: In this lesson students learn to create a revision powerpoint on the play Blood Brothers, by Willy Russell, for our Section B written paper examination.

An excellent KS3 resource for drama on types of staging with a complete and ready to go six lesson SOW which includes all additional worksheets. If you purchase this scheme of work you get access to six lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the six core outcomes which are designed for this module. In this six lesson SOW students will learn about: Lesson one: In this lesson students learn how to effectively use a thrust stage in an exaggerated performance of a section of Alice in Wonderland. Lesson two: In this lesson students learn to solidify their knowledge about the thrust staging configuration. Lesson three: In this lesson students learn to explore an in-the-round staging configuration by performing Rosie’s monologue. Lesson four: In this lesson students learn to solidify their knowledge about the theatre in the round staging configuration. Lesson five: In this lesson students learn to use melodrama as an artistic style to bring a performance to life using a traverse stage. Lesson six: In this lesson students complete a summative assessment based on Romeo and Juliet that examines their ability to create a performance on either a trust, theatre in the round or traverse stage.

An excellent KS3 resource for drama on introduction to devising with a complete and ready to go twelve lesson SOW which includes all additional worksheets. If you purchase this scheme of work you get access to twelve lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the twelve core outcomes which are designed for this module. In this twelve lesson SOW students will learn about: Lesson one: In this lesson students learn to create a short performance from a picture stimulus that examines the key theme of riots and protests for this module. Lesson two: In this lesson students learn to create a short performance from a diary stimulus that examines the key theme of riots and protests for this module. Lesson three: In this lesson students learn to create a short performance from a poem stimulus that examines the key theme of riots and protests for this module. Lesson four: In this lesson students learn to create a short performance from a historical event stimulus that examines the key theme of riots and protests for this module. Lesson five: In this lesson students learn to create a short performance from a real-life event stimulus that examines the key theme of riots and protests for this module. Lesson six: In this lesson students select, rehearse and perform a devised performance based on one of the stimuli from this half term for an assessment piece in today’s lesson. Lesson seven: In this lesson students learn to begin the process of developing and researching their own stimuli in a computer room ready to share their ideas to the group next week. Lesson eight: In this lesson students learn to decide which stimulus they are going to develop into a group performance for this half term, start to develop their initial ideas for their devised piece and write their character profile for their main character. Lesson nine: In this lesson students learn to develop their devising ideas from their research lesson in the computer room into a practical piece of work using the dramatic narrative arch by particularly concentrating on the exposition, initial incident and the rising action of our piece. Lesson ten: In this lesson students learn to develop their devising ideas from their research lesson in the computer room into a practical piece of work using the dramatic narrative arch by particularly concentrating on the climax, falling action and the resolution of our piece. Lesson eleven: In this lesson students rehearse their devised piece for the final time by making sure that they have accurate timings, use of theatrical skills and believable character work while also writing their vision for their chosen stimulus in preparation for the performance assessment in the next lesson. Lesson twelve: In this lesson students complete a summative assessment on their devised project for their end of unit assessment on creating, performing and communicating skills.

An excellent KS4 resource for GCSE drama AQA 8261 specification on texts in practice with a complete and ready to go twelve lesson SOW which includes all additional worksheets. If you purchase this scheme of work you get access to twelve lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the twelve core outcomes which are designed for this module. In this twelve lesson SOW students will learn about: Lesson one: In this lesson students learn to understand the characters and themes within ‘Blue Remembered Hills’ by Dennis Potter. Lesson two: In this lesson students learn to play children effectively by adapting our vocal and physical skills to replicate seven year olds. Lesson three: In this lesson students learn to perform a range of characters from Blue Remembered Hills within their performances. Lesson four: In this lesson students learn to bring to life a character from Blue Remembered Hill’s using effective vocal and physical skills in our performance. Lesson five: In this lesson students learn to use connotation, denotation and hot seating to effectively understand the character of Donald Duck from Blue Remembered Hills. Lesson six: In this lesson students learn to play a range of different characters effectively using our vocal and physical skills through freeze frames and role play. Lesson seven: In this lesson students learn to explore and rehearse scenes eight, ten, eleven and thirteen in today’s lesson to build our understanding and knowledge of the characters from Blue Remembered Hills. Lesson eight: In this lesson students learn to explore and rehearse scenes fifteen, sixteen, seventeen and eighteen in today’s lesson to build our understanding and knowledge of the characters from Blue Remembered Hills. Lesson nine: In this lesson students learn to explore and rehearse scenes twenty one, twenty two, twenty three and twenty four in today’s lesson to build our understanding and knowledge of the characters from Blue Remembered Hills. Lesson ten: In this lesson students learn to explore and rehearse scenes twenty five, twenty six, twenty seven, twenty eight and twenty nine in today’s lesson to build our understanding and knowledge of the characters from Blue Remembered Hills. Lesson eleven: In this lesson students learn to rehearse our two chosen extracts from Blue Remembered Hills to simulate a mock performance of the module for text’s in practice next year. Lesson twelve: In this lesson students complete a summative assessment on their use of vocal and physical skills, together with any appropriate theatrical skills, to bring the two chosen extracts from Blue Remembered Hills to life effectively on the stage for an assessment.

An excellent KS3 resource for drama on Noughts and Crosses with a complete and ready to go seven lesson SOW which includes all additional worksheets. If you purchase this scheme of work you get access to seven lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the seven core outcomes which are designed for this module. In this six lesson SOW students will learn about: Lesson one: In this lesson students learn to explore the theme of racism by creating a movement sequence of the protest outside Heathcroft School in the play Noughts and Crosses. Lesson two: In this lesson students learn to use physical theatre techniques such as distant puppetry and stage combat to create a piece of drama which educates the audience on the bullying that Sephy encounters at school. Lesson three: In this lesson students learn to use physical theatre and slow motion to explore the chaos occurring during the bombing in the shopping centre. Lesson four: In this lesson students learn to understand what a split scene is and how to use it to create the idea of a news report being filmed in act one scene twenty one. Lesson five: In this lesson students learn to understand what an objective is and how to use this to create a convincing character of either Callum or Mr Corsa during their duologue. Lesson six: In this lesson students learn to work as an ensemble to self-direct Ryan’s reprieve in the prison execution chamber using direct address, choral movement and physical theatre. Lesson seven: In this lesson students complete a summative assessment on act two scene eight that represents the prison execution chamber for our end of unit assessment.

An excellent KS4 resource for GCSE drama AQA 8261 specification on texts in practice with a complete and ready to go twelve lesson SOW which includes all additional worksheets. If you purchase this scheme of work you get access to twelve lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the twelve core outcomes which are designed for this module. In this twelve lesson SOW students will learn about: Lesson one: In this lesson students learn to introduce and understand the play Hard to Swallow by looking at the different issues that affect young people today with a particular focus on eating disorders. Lesson two: In this lesson students learn to develop and explore a piece of drama that is based on eating disorders through freeze frames, thought tracking and role play. Lesson three: In this lesson students learn to understand eating disorders and how they affect people using Mark Wheeler’s Hard to swallow as an exemplar. Lesson four: In this lesson students learn to understand the characters of Maureen and John Dunbar and how their relationship has affected Catherine. Lesson five: In this lesson students learn to understand Catherine’s relationship with her parents through the use of a flashback and physical theatre. Lesson six: In this lesson students learn to explore the naturalism in scenes five and six from Hard to Swallow. Lesson seven: In this lesson students learn to explore the naturalism and stylisation in scenes seven, nine and ten from Hard to swallow. Lesson eight: In this lesson students learn to understand Catherine’s relationship with her immediate family through the use of physical theatre and through section twelve. Lesson nine: In this lesson students learn to develop and explore the epilogue of Hard to swallow and take an issue from Mark Wheeler’s play and devise a performance based from it. Lesson ten: In this lesson students learn to select and rehearse an extract for a mock assessment from Hard to swallow. Lesson eleven: In this lesson students complete a summative assessment on their selected extracts for their final performance of Hard to swallow. Lesson twelve: In this lesson students to complete a research project into the impact of eating disorders.

An excellent KS3 resource for drama on Stanislavski spy school with a complete and ready to go six lesson SOW which includes all additional worksheets. If you purchase this scheme of work you get access to six lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the six core outcomes which are designed for this module. In this six lesson SOW students will learn about: Lesson one: In this lesson students learn to demonstrate and explore naturalism and method of acting in performance. Lesson two: In this lesson students learn to create a convincing spy through method acting techniques and a role on the wall to portray a truthful character in performance. Lesson three: In this lesson students learn to avoid capture as an agent and use the acting technique the ‘Magic If’ to help create a convincing spy. Lesson four: In this lesson students learn to use tempo and rhythm when developing their spy. Lesson five: In this lesson students learn to demonstrate the use of emotion memory and sense memory to create truthful reactions for our spies. Lesson six: In this lesson students complete a summative assessment on how to use our super-objectives, objectives, active objectives and obstacles to help them to create a convincing Spy and realism in acting.

A one hour year six transition lesson to introduce students to the world of drama as they start their journey at secondary school.

A useful worksheet to plan your technical requirements for any production.

This twenty page coursework guide can be printed and handed out to your students as a guide for how to structure section one, two and three for their devising drama coursework.

An excellent KS4 revision resource for GCSE drama AQA 8261 specification on section A, B and C with a complete and ready to go three lesson SOW which includes all additional worksheets. If you purchase this scheme of work you get access to three lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the three core outcomes which are designed for this module. In this three lesson SOW students will learn about: Lesson one: In this lesson students learn to consolidate information and revise for the written paper for section A. Lesson two: In this lesson students learn to consolidate information and revise for the written paper for section B. Lesson three: In this lesson students learn to consolidate information and revise for the written paper for section C. Please feel free to adapt as section B for me was Blood Brothers and section C was the Woman in Black.

This thirty four page revision guide can be printed and handout out to your students as a guide for how to answer section A, B and C of the written paper. The guide has Blood Brothers as the set text for section B and the Woman in Black for the live theatre review for section C; but feel free to adapt and change as necessary to suit your chosen texts.

This thirty page homework guide can be printed and handout out to your students as a guide for how to answer section A, B and C of the written paper. The guide has Blood Brothers as the set text for section B and the Woman in Black for the live theatre review for section C; but feel free to adapt and change as necessary to suit your chosen texts.

A collection of writing frames for GCSE drama AQA 8261 for section B and C for the written paper. Please feel free to adapt as necessary to your chosen texts as section B for me was Blood Brothers and section C was the Woman in Black.

An excellent KS5 resource for A-level drama 7262 specification on applying the theory of theatre practitioners with a complete and ready to go twelve lesson SOW which includes all additional worksheets. If you purchase this scheme of work you get access to twelve lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the twelve core outcomes which are designed for this module. In this twelve lesson SOW students will learn about: Lesson one: In this lesson students learn to apply and understand key theories from Stanislavski such as belief and emotion memory, the feeling of truth and relaxation to create a convincing role within Stanislavski’s system. Lesson two: In this lesson students learn to apply and understand key theories from Stanislavski such as concentration, agility, observation, and accentuation to create a convincing role within Stanislavski’s system. Lesson three: In this lesson students learn to apply and understand key theories from Stanislavski such as the given circumstances and the magic if to create a convincing role within Stanislavski’s system. Lesson four: In this lesson students learn to understand key theories from Antonin Artaud such as uncomfortability, removal of language, working on extremes and breathing patterns to create a convincing role within the Theatre of Cruelty. Lesson five: In this lesson students learn to understand key theories from Antonin Artaud such as emotion lines, concrete language of symbols, Artaudian characterisation and soundscapes to create a convincing role within the Theatre of Cruelty. Lesson six: In this lesson students learn to devise a piece of theatre from a stimulus based on a mental asylum in the style of the Theatre of Cruelty. Lesson seven: In this lesson students learn to understand key theories from Boal’s arsenal of games and exercises such as blind cars, name and gesture, Colombian hypnosis and push not to win to create a convincing role within the Theatre of the Oppressed. Lesson eight: In this lesson students learn to understand key theories from Boal’s image theatre such as rhythm with chairs, complete the image, individual imagery and imagery of the oppressed to create a convincing role within the Theatre of the Oppressed. Lesson nine: In this lesson students learn to understand key theories from Boal’s forum theatre to create a convincing role within the Theatre of the Oppressed. Lesson ten: In this lesson students learn to create a baseline assessment in the style of our chosen theatre practitioner Stanislavski, Artaud, or Augusto Boal. Lesson eleven: In this lesson students learn to rehearse a piece of work in the style of your chosen theatre practitioner. Lesson twelve: In this lesson students complete a summative assessment on a piece of theatre in the style of our chosen theatre practitioner for a baseline assessment in today’s lesson.