This lesson provides you with the basic components for a jigsaw task on Drama Skills. It's split into four sections: - Movement - Vocal (Techniques) - Characterisation - Improvisation You will need to make labels with the above terms on them, according to the number of "experts" you have in your class in each subject area. Each pupil in the expert group will complete a lesson plan (provided) and then be put into a teaching group where they represent the expert group and teach their new group all that they know. There is a discussion-based plenary which you can jazz up at your leisure.

A visual literacy task for a drama starter/stimulus. Lesson objective: To select quotations from a play which reflect themes or characters Lesson outcome: To create one or more shape poems using drama as a stimulus Includes: exemplar shape poems, clear instructions and plenary.

This is a 21-scene overview outlining settings, characters, summaries, songs, themes and key quotations for 'Vinegar Tom' by Caryl Churchill. It needs to be printed on A3 for all the text to be legible and will hopefully be a useful resource for A Level pupils getting to know the play.

This five-page landscape document can be blown up to A3 to provide an excellent revision resource for Key Stage 5 students. All 35 scenes of Peter Shaffer’s two-act play are outlined and summarised, including key quotations. There is space for notes on either characterisation or directorial concept/design. The resource should save you (or your students) about five hours of work.

This resource pack contain a Powerpoint presentation for The Boy in the Striped Pyjamas by John Boyne which includes background information on the author, historical context and genre analysis. Part of this unit involves a script-writing task. For this, you will find a sample script written by actual Year 7 pupils and a "job descriptions" sheet so that individuals within the group are clear on their role. Incidentally this is good preparation for pupils taking GCSE drama where they will be attributed roles in a similar manner. You will also find three reading comprehension tasks: one for Chapter 1, and two differentiated tasks for Chapter 4, as well as some essential linguistic terms for literary analysis.

Based on the first 20 minutes or so of the film, these questions will help to focus your Key Stage 3 pupils on the film of Private Peaceful. I recommend using the English subtitles on the film even for higher ability pupils. Pupils can answer on the sheet or in their exercise books using whole sentences. This could also be a useful homework task towards the end of the term/half-term.

A Powerpoint presentation featuring the key statements for the new spec Edexcel AS Portfolio. Provides questions for each statement to focus pupils’ thinking. Visual elements also included to encourage pupils to think about process and outcome.

This template provides a scene breakdown for Polly Stenham’s ‘That Face’ which pupils can fill in as a revision exercise. It is designed for the new spec Edexcel AS/A Level in Drama and Theatre (2016 onwards), in particular, Component 2 section 2 (Page to Stage: Realising a Performance Text). The scenes and settings are laid out in a table and character names noted. Pupils then need to provide a scene summary and make notes for both the Performance and Design questions of the exam. I have created a mnemonic for the Performance question which encourages pupils to break down their explanation into the 5 key areas: Voice, Imagination, Feelings, Intellect and Body.

A student-led research task for BTEC Unit 3: Acting Skills. Students will produce a Powerpoint to share with the class. Includes tips on avoiding plagiarism and encourages pupils to explore Stanislavsky and Uta Hagen. Lesson objective: To identify the main features of naturalistic theatre Lesson outcome: To produce a Powerpoint presentation and present your findings to the class (next lesson)

This resource is designed for use on the new spec Edexcel AS/A Level in Drama and Theatre (from 2016). It is a template for a crib sheet for pupils to ensure that they have addressed all of the relevant criteria before they then add notes to the form provided in Appendix 2 of the specification. There is space for notes on six memorable scenes from the live performance they have seen. If pupils want to include sketches, these can be done in draft separately as I have not provided space for this on the template. Please note that this resource is not affiliated with or endorsed by Edexcel.

Here you will find a “Park Bench” improvisation game in a tidy Powerpoint which satisfies both teacher-speak and student-speak requirements. It can be used as a quick starter or be spread out over a larger part of a lesson. Learning objective: to use persuasive language in a role play scene Learning outcome: to perform a role play to the class This can also make a nice game for Tutor Time.

Revision materials and fun starters/settlers for KS3 drama. Includes revision of drama techniques via a "Beat the Teacher" game. Once all drama techniques are identified by the class, the teacher has to catch the class out. They repeat the name of the technique only if the teacher says it correctly otherwise the teacher scores a point, e.g. if the teacher calls out, "Thought-seating" instead of "thought-tracking" then the teacher scores a point. If the class get the right answer, they score a point.

Linking practitioner work on Stanislavsky’s “concentration of attention” to KS3 work on evacuees through the use of props. Props listed can be substituted with any replicas of wartime objects that pupils can imbue with meaning for their evacuee character.

This Powerpoint can be printed off and used as a basic devising log for a mixed ability BTEC class following the Urban Fairy Tales suggested brief for Unit 2: Preparation, Performance and Production. I have also included the beginning of our script, ‘Mandem in Wonderland’ which can be adapted by the students or used as a writing stimulus, as well as a scene overview including Bulgarian translation (made using Google Translate!). If each scene is improvised and refined, the running time should be about 30 minutes in total (2-3 minutes per scene). There is also an evaluation sheet for the final production.

This could be a good basis for a cover lesson for a KS3 Mime lesson. Questions are provided on Charlie Chaplin’s film, ‘The Kid’ with a basic mark scheme out of a total 15 marks.

Basic log for Year 8 devising log using an 8-step process. This may be useful for focusing groups towards outcomes. Could also be adapted for a Year 9 class.