This assembly is primarily aimed at Year 10 and 11. The assembly looks at how stress can be managed in the run up to exams and offers some advice in terms of things to do to be prepared for this stressful time.

This homework assembly looks at why it is important to complete homework and how homework develops other skills like problem solving and time management.

This power point can be used when training NQTs / new staff teaching S.E.N.D groups, or for the whole staff to consider how to differentiate for lower ability students.

This unit of work contains six drama workshops based on Susan Hill's "The Woman in Black". Each workshop has a clear objective and suggested activities. There is an accompanying power point for this unit of work.

A scheme of work written for Unit 2 (Old Edexcel Syllabus) but can be adapted for Component 2 of the new syllabus. This scheme of work contains learning objectives, learning outcomes, suggested activities, open and closed question suggestions and homework. The accompanying power point supports the scheme of work. I have also included the challenge cards used for lesson 6. For copyright reasons, I have been unable to include the pictures.

This drama improvisation scheme of work was written for a KS3 Drama group. It contains suggested activities with extension tasks, homework, lesson objectives, learning objectives and suggested closed and open questions for each lesson. There are seven lessons included in the scheme of work.

This unit of work consists of six hour long workshops. Each workshop has an objective, and suggested activities. Some of the objectives include: To consider how different interpretations of role can alter the dramatic impact on audience To develop insight into the personal and moral dilemmas addressed within the play# There is an accompanying power point to support the unit of work.

There are two BIDMAS bingo games included in this resource. The first game involves students answering BIDMAS questions and the second includes students choosing which order of operations need to be included to ensure they get a correct answer. All questions and resources are included.

There are five devising cover or one off drama lessons created for KS4 students. Some will require you to access and print the stimulus, but the lesson is already written. The lessons included are: Devising - Theatre in Education Devising - Challenging Stereotypes Devising - First they came for the Jews (Poem to be downloaded) Devising - The role of women in society from 1907 to 2017 Devising - From a Picture (Son of Man Picture will need to be downloaded)

This is a six week scheme of work where each week contains three one hour lessons. The structure of the scheme of work is: Week One - Plot Week Two - Character Week Three - Theme Week Four - Directing Scenes Week Five - Duologue and Monologue Week Six - Costume / Live Performance Review / Unseen Scene There is an accompanying power point for the scheme of work. There are some pictures you will need to source yourself as for copyright reasons I am unable to include. These are a picture of the play front cover, a picture of Malala Yousafzai and a picture of women’s dress in 1896. There are also resources included that are referenced in the scheme.

This lesson focuses primarily on decimals and percentages but the bell activity is a card sort where students need to identify which fraction, decimal and percentage has the same value. The lesson plan contains learning objectives, learning outcomes, suggested activities (including extension tasks) and suggested closed and open questions. The power point supports the lesson plan and includes introducing students to the methodology required to complete the tasks set. The sale challenge task is also included which enables students to see the importance of mathematics in real life situations where price reductions can be calculated.

The concept of this devising assessment is that students analyse four pieces of art and create four pieces of original drama based on the art work. The final performance will be set in an art gallery where students bring the art to life and can stage the performance to include the audience. You can also add in an art gallery worker to escort the audience around the gallery. There are four lessons included in the power point to create the work, but students will then rehearse this towards an assessment. There is a work book to enable students to keep a log book of the decisions that they have made. There are also cards which have key vocal and physical terms on which can be used in any drama lesson to encourage students to include these words during evaluations. For copyright reasons, I am unable to include the four pictures, but the questions will fit any piece of art meaning you would be able to just insert the pictures into the power point and work book.

This assembly can be used at the start of term, or during the term to remind students of our expectations in terms of attendance, uniform and jewellery, behaviour, corridor behaviour and chewing gum. You will need to individualise some slides in terms of your uniform and jewellery expectations, but the assembly focuses on our general expectations of the above.

This assembly looks at the ideas of banter and bullying, and focuses on how banter can also be bullying. The assembly looks at different behaviours, how banter via social media is wrong and how behaviour is viewed by others. The assembly poses some reflective questions for students where the person delivering can make it clear that any form of hurtful banter is wrong.

This assembly has been created where the British Values of law, democracy, individual liberty, respect and tolerance are addressed. This leads to a final slide on “Togetherness”. The assembly asks questions that can either be rhetorical where students are reflective or answered if preferred. This was previously an Advent (British Values) assembly, but I have edited it so it just looks at British Values.

The theme of anti-bullying week 2020 is “United Against Bullying”. This assembly looks at discrimination and bullying, actions we can take to prevent bullying, character education and how positive outcomes can be achieved when we unite together. Slide 11 has been left blank for you to include initiatives your school has done to unite together in achieving a positive goal. There are some notes under some slides.

This is an example of challenge cards I have created to ensure all students are working and being challenged whilst others may still be working on the task on screen.