An excellent KS4 resource for AQA drama 8261 specification on devising drama 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 construct a character and performance using a picture as a stimulus to create a piece of work based on a life changing event. Lesson two: In this lesson students learn to construct a character and performance using a song as a stimulus to create a piece of work based on a life changing event. Lesson three: In this lesson students learn to construct a character and performance using a monologue as a stimulus to create a piece of work based on a life changing event. Lesson four: In this lesson students learn to construct a character and performance using a news report as a stimulus to create a piece of work based on a life changing event. Lesson five: In this lesson students learn to construct a character and performance using a historical moment as a stimulus to create a piece of work based on a life changing event. Lesson six: In this lesson students learn to construct a character and performance using a natural disaster as a stimulus to create a piece of work based on a life changing event. Lesson seven: In this lesson students learn to construct a character and performance using a diary as a stimulus to create a piece of work based on a life changing event. Lesson eight: In this lesson students learn to construct a character and performance using a modern day event as a stimulus to create a piece of work based on a life changing event. Lesson nine: In this lesson students learn to construct a character and performance using a prop as a stimulus to create a piece of work based on a life changing event. Lesson ten: In this lesson students learn to construct a character and performance using social media as a stimulus to create a piece of work based on a life changing event. Lesson eleven: In this lesson students learn to select a stimulus source and research a topic to devise from that stimulus. Lesson twelve: In this lesson students complete a summative assessment on a devised performance from their selected stimuli and turn this into a four minute performance ready for their assessment.

An excellent KS5 resource for AQA A-level drama 7262 specification on analysing and evaluating live theatre through the Life of Pi 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 stage lighting and create specific lighting effects on the stage. Lesson two: In this lesson students learn to develop our knowledge and understanding of stage lighting to create different atmospheres and moods upon the stage and label these onto a lighting plan together with creating ‘The book’. Lesson three: In this lesson students learn to understand the role of a set designer in stage productions. Lesson four: In this lesson students learn to understand the role of a sound designer in stage productions. Lesson five: In this lesson students learn to understand the role of a costume designer in stage productions. Lesson six: In this lesson students learn to examine the role that puppetry has within the Life of Pi. Lesson seven: In this lesson students learn to be introduced to a section C question and what information we should gather while watching a live performance. Lesson eight: In this lesson students learn to annotate and read exemplars and examine the mark scheme for a section C response for live theatre. Lesson nine: In this lesson students learn to understand the five point plan to structure a paragraph within a section C question, plan at least three set design moments that you found effective from the Life of Pi and read an exemplar response of a paragraph identifying the effectiveness of the set design in the Life of Pi. Lesson ten: In this lesson students learn to write a live theatre response on set design for the Life of Pi. Lesson eleven: In this lesson students learn to address any misconceptions in the structure and writing of a section C question. Lesson twelve: In this lesson students learn to experiment with different theatre styles in performance to develop our knowledge, understanding and application of these dramatic forms.

An excellent KS4 resource for AQA drama 8261 specification on Too much punch for Judy by Mark Wheeller with a complete and ready to go nine lesson SOW which includes all additional worksheets. If you purchase this scheme of work, you get access to nine lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the nine core outcomes which are designed for this module. In this nine lesson SOW students will learn about: Lesson one: In this lesson students learn to develop, rehearse and peer assess our first extract ready for performance. Lesson two: In this lesson students learn to develop, rehearse and peer assess our second extract ready for performance. Lesson three: In this lesson students learn to identify and understand the necessary theatrical skills needed to stage extract one ready for our final performance. Lesson four: In this lesson students learn to identify and understand the necessary theatrical skills needed to stage extract two ready for our final performance. Lesson five: In this lesson students learn to rehearse our first extract without our scripts ready for our final performance. Lesson six: In this lesson students learn to rehearse our second extract without our scripts ready for our final performance. Lesson seven: In this lesson students learn to identify which extract requires more rehearsal time in today’s lesson ready for your final performance. Lesson eight: In this lesson students learn to complete our final checks for extract one and two ready for our final performance and create our technical requirements for both of our extracts. Lesson nine: In this lesson students learn to complete their GCSE rehearsal day for the module texts in practice ready for their performance exam this week.

An excellent KS3 resource for drama on Gizmo by Alan Ayckbourn 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 read and understand the opening of an Alan Ayckbourn play and how do we make it more dramatic and interesting for the audience. Lesson two: In this lesson students learn to use different dramatic styles such as mime, mirroring and a diamond four to recreate the events in scene two. Lesson three: In this lesson students learn to examine Marcel Marceau’s ideas on mime and understand how they link to mirroring to inform our work on Gizmo. Lesson four: In this lesson students learn to understand the difference between what the character says and their subtext and how do we perform this through non-verbal communication. Lesson five: In this lesson students learn to perform the skills of mime, mirroring, subtext and non-verbal communication in scene three for our final assessment. Lesson six: In this lesson students learn to use a flashback, narrative and hot seating to explore how the characters are feeling during key moments of dramatic tension in Gizmo. Lesson seven: In this lesson students learn to create and understand dramatic characters such as antagonists through their dialogue, costume, vocals and physicality. Lesson eight: In this lesson students learn to convey a complex character, such as the undercover police office Sergeant Turner, and how do we combine this with multi-rolling her undercover role as Cevril. Lesson nine: In this lesson students learn to create a roll on the wall, set design and final extract for our adaptation of the penultimate scene in Gizmo. Lesson ten: In this lesson students learn to create a court room drama to bring charges against Manny Rice and Lando for their damage and illegal involvements in the park. Lesson eleven: In this lesson students learn to create and perform two short extracts from Gizmo with a directorial intention for their audience. Lesson twelve: In this lesson students complete a summative assessment by rehearsing and performing two short extracts from Gizmo with a directorial intention for their audience.

An excellent KS3 resource for drama on Missing Dan Nolan by Mark Wheeler with a complete and ready to go fourteen lesson SOW which includes all additional worksheets. If you purchase this scheme of work, you get access to (enter number) lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the fourteen core outcomes which are designed for this module. In this fourteen lesson SOW students will learn about: Lesson one: In this lesson students learn to read section one of the play Missing Dan Nolan and identify specific stylistic features in this scene. Lesson two: In this lesson students learn to use techniques such as role play, mime, slow motion and freeze frames to explore section two and three from Missing Dan Nolan to further our understanding of this play text. Lesson three: In this lesson students learn to develop a deeper understanding of the character of Greg in section four and five of Missing Dan Nolan through using techniques such as inner monologues that educate the audience about Dan’s disappearance. Lesson four: In this lesson students learn to select key moments from the plot of Missing Dan Nolan from section five and six to understand the disappearance of Dan Nolan. Lesson five: In this lesson students learn to understand the context and themes contained within the play Missing Dan Nolan and begin to discuss initial group ideas for their assessment next week. Lesson six: In this lesson students demonstrate their chosen extract from Missing Dan Nolan for their midterm assessment that examines their creating, performing and evaluating skills. Lesson seven: In this lesson students learn to develop a clear understanding of Frantic Assemblies work through a technique called chair duets that will allow the audience to understand the relationship between two characters from the play Missing Dan Nolan. Lesson eight: In this lesson students learn to begin the process of selecting and casting their chosen extract from Missing Dan Nolan ready for their end of unit assessment with a particular focus on the different areas of the stage and how to avoid upstaging, crossing and clearing upon their stage space. Lesson nine: In this lesson students learn to maintain or sustain their chosen character for their chosen extract from Missing Dan Nolan through using the four pillars of drama, creating a roll on the wall and hot seating. Lesson ten: In this lesson students learn to develop a directorial intention, understand their set design and rehearse their extract from Missing Dan Nolan in preparation for their final performance.

An excellent KS3 resource for drama on Johnny and the dead by Terry Pratchett 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 relationship that is created between the actors and the audience at the start of the play Johnny and the Dead. Lesson two: In this lesson students learn to create a character from Johnny and the Dead using our physical and vocal skills to create effective characterisation for the audience. Lesson three: In this lesson students learn to create and understand the characters in scene three from Johnny and the Dead using our physical and vocal skills to create effective characterisation for the audience. Lesson four: In this lesson students learn to create an emotive piece of drama using thought tracking, slow motion, mime and music to demonstrate the pals battalions in the First World War. Lesson five: In this lesson students learn to use freeze frames, hot seating and role play to discover more information about Tommy Atkins and his experiences during the First World War. Lesson six: In this lesson students learn to create a performance to demonstrate what it was like to be a new recruit in the First World War to educate the audience about this time period. Lesson seven: In this lesson students learn to create a back story for the character of Mr Grimm using the dramatic techniques mime and narration. Lesson eight: In this lesson students learn to use persuasive drama techniques to advertise a brand new technology to the dead characters in Johnny and the Dead. Lesson nine: In this lesson students learn to examine the arguments for saving the cemetery from the perspective of the town council and from ‘United Amalgamated Consolidated Holdings’ using freeze frames, effective characterisation and hot seating. Lesson ten: In this lesson students learn to explore the end of the play using dramatic techniques such as freeze frames, effective characterisation and hot seating. Lesson eleven: In this lesson students learn to prepare an extract for a performance from Johnny and the Dead while using effective characterisation to communicate a character to the audience. Lesson twelve: In this lesson students complete a summative assessment on a court room drama to bring charges against the company ‘United Amalgamated Consolidated Holdings’ for their damage and illegal involvements in the cemetery.

An excellent KS5 resource for A-level drama 7262 specification on applying the theory of theatre practitioners with a complete and ready to go fifteen lesson SOW which includes all additional worksheets. If you purchase this scheme of work you get access to fifteen lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the fifteen core outcomes which are designed for this module. In this fifteen lesson SOW students will learn about: Lesson one: In this lesson students learn to we 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 be introduced to the theatre practitioner of Kneehigh and apply their devising techniques to the fairy tale of Peter Pan. Lesson five: In this lesson students learn to devise our own version of a fairy tale from the Grimm tales in the style of Kneehigh. Lesson six: In this lesson students learn to perform our version of our chosen fairy tale in the style of Kneehigh. Lesson seven: 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 eight: 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 nine: 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 ten: 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 eleven: 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 twelve: 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.

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 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 KS4 resource for GCSE drama AQA 8261 specification on The Woman in Black 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 read and understand the key events of act one within the Woman and Black ready for our study of this text for our section C examination. Lesson two: In this lesson students learn to read and understand the key events of act two within the Woman and Black ready for our study of this text for our section C examination. Lesson three: In this lesson students learn to analyse and evaluate three effective vocal moments within the Woman in the Black for our section C examination. Lesson four: In this lesson students learn to analyse and evaluate a further three effective vocal moments within the Woman in the Black for our section C examination. Lesson five: In this lesson students learn to analyse and evaluate three effective physical moments within the Woman in the Black for our section C examination. Lesson six: In this lesson students learn to analyse and evaluate a further three effective physical moments within the Woman in the Black for our section C examination. Lesson seven: In this lesson students learn to analyse and evaluate three effective uses of the performance space within the Woman in the Black for our section C examination. Lesson eight: In this lesson students learn to select and rehearse two extracts for a mock assessment from ‘The Woman in Black’. Lesson nine: In this lesson students learn to use our vocal and physical skills, together with any appropriate theatrical skills, to bring your two chosen extracts from the Woman in Black to life effectively on the stage. Lesson ten: In this lesson students learn to understand the requirements of a Section C question based on the set text of the Woman in Black. Lesson eleven: In this lesson students learn to practice writing a Section C question based on the set text of the Woman in Black using the skills of description, analysis and evaluation in our writing. Lesson twelve: In this lesson students learn to create a revision powerpoint on the play The Woman in Black, by Susan Hill, for our Section C examination.

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 KS4 resource for GCSE drama AQA 8261 specification on theatre roles and staging configurations with a complete and ready to go two lesson SOW which includes all additional worksheets. If you purchase this scheme of work you get access to two lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the two core outcomes which are designed for this module. In this two lesson SOW students will learn about: Lesson one: In this lesson students learn to revise for section A of the written paper ready for our written paper. Lesson two: In this lesson students learn to answer and understand the requirements of a section A question from the written paper.

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.