<p>This fun 6-week Drama scheme of work includes the following:</p> <ul> <li>Scheme of work</li> <li>Assessment criteria</li> <li>Powerpoint presentations</li> <li>Cover lesson activities</li> </ul> <p>Feel free to adapt and edit this tried-and-tested devising scheme, depending on how the ideas of your pupils develop. This is the nature of ‘Mantle of the Expert’ as they explore and create their own imaginary world and scenarios.</p> <p><a href="https://www.tes.com/teaching-resources/shop/PhilBrooks78">https://www.tes.com/teaching-resources/shop/PhilBrooks78</a></p>

<p>Inspired by Mantle of the Expert this notebook and planning takes the children on a journey which places them in the shoes of possible experts and individuals involved within a natural disaster. The notebook is then in the structure of chunking to ensure the children are including and making reference to key grammatical and writing techniques.<br /> The writing my Year 6’s produced within this topic was incredible and very empathetic. By using the Mantle of the Expert at the start really meant the children felt apart of the disaster which really showed in their high quality writing.</p>

<p>Investigation lesson where students get to be the investigators looking into the disappearance of Dan Nolan and the basics of the story. Perfect for some Mantle of the Expert or Teacher in Role.</p> <p>Includes:<br /> Slides/PowerPoint<br /> Evidence documents<br /> Investigation notes page</p> <p>Evidence and Investigation notes resources are perfect when put into brown paper envelopes to add to the mystery!</p>

<p>This sow was written to encourage students to explore environmental issues through drama.</p> <p>The topic covers creating an ensemble , mantle of the expert, speech writing and hot seating .</p> <p>Students create a community meeting to give a balanced view to the audience .</p>

<p>A complete 7 lesson unit on the Ancient Egyptians. Enough for a half term.<br /> I created this in the style of mantle of the expert, painstakingly piecing it together from bits I could find. Every lesson brings history to life!<br /> My class were so engaged with every lesson, and the quality of the children’s responses and questioning has been excellent.<br /> It has taken me a lot of effort to put this together, hence it not being free, unfortunately, but I know you will find it worth every penny should you purchase.<br /> If you do, thank you.</p>

<p>KS3 Drama: Oedipus Scheme</p> <p>This large set of slides can support a scheme of 10-12 lessons, or use a reduced number from the set. Explore the quintessential Ancient Greek tragedy and apply a large range of conventions including:<br /> Improvisation<br /> Mantle of the expert<br /> Whole class drama<br /> Hot seating<br /> In role writing<br /> Image theatre</p>

A resource developed by Tor Alexander Bruce for student reading/classroom discussion (KS4) in relation to Written and Practical GCSE Drama. The document contains a table of terminology and listed explanations of 20 key performance types including: Abstract; Mantle of the Expert; Narration; Still-Image and Thought-Tracking, breaking down the criteria into manageable chunks/with a space for student/teacher notes. Could be used as part of a discussion/team-building exercise or as an addition to a Lesson Plan. Developed working with students studying this subject in 2014.

The resource document contains a table of terminology and listed explanations of 20 key performance types including: Abstract; Mantle of the Expert; Narration; Still-Image and Thought-Tracking, breaking down the criteria into manageable chunks/with space for student/teacher notes. <br /> Could be used as part of a discussion/team-building exercise or as an addition to a Lesson Plan. Developed working with students studying this subject in 2015.<br /> Designed and developed in classroom settings by Tor Alexander Bruce.

<p>These resources are to accompany the production of ‘Dora&amp;’ at the Unicorn Theatre from 13 Sep - 17 Nov 2013, for children in Nursery - Year 3.</p> <p>The resources offer a simple &amp;’;Mantle of the<br /> Expert’ framework for exploring the play&amp;'s themes in the classroom, across the curriculum.</p> <p>The play and the activities in the pack explore the value of objects and the stories they hold; what it<br /> means to hold onto things and to let things go.</p> <p>There is a free teacher CPD day for teachers bringing their pupils to see the show on Mon 23 Sep at the Unicorn.</p>

A group work and creative writing lesson based on the idea of investigating the paranormal activities reported at Lorraine Castle (The Red Room by H.G. Wells). Using the Mantle of the Expert, learners play the parts of paranormal investigators and work in teams to explore and report back on the different areas of the castle. This builds towards a creative writing piece where each individual is parted from their team by a complication and they retell the story of what happens next. This was developed and used as a very successful lesson observation. Pack includes lesson plan, power point and all resources. Lesson can be further supplemented by the addition of props from each area of the castle - I can't supply those though!

<p>VOCABULARY - COMMON WORD STORY 33 A ROMANTIC CARIBBEAN ENGLISH MANSION</p> <code>This is a writing exercise using common words. I have collected a list of 17,000 </code> <p>words. From this I have chosen twenty words at random. The exercise is to write a story with<br /> at least ten of them. I have included my story along with a translation into other words.</p> <p>Here is the list:</p> <ol> <li>COCONUT</li> <li>ICING</li> <li>MACE</li> <li>ROMANTIC</li> <li>FIREPLACE</li> <li>PALE</li> <li>ORTHODOX</li> <li>GRACE</li> <li>BOARD</li> <li>EXISTENTIAL</li> <li>EXPERT</li> <li>EXCHEQUER</li> <li>BLEAK</li> <li>HOSILE</li> <li>SOUPCON</li> <li>SUCCULENT</li> <li>GLISANDO</li> <li>COMA</li> <li>HOP</li> <li>SHOULDER</li> </ol> <p>Here is my story:</p> <code>The romantic Caribbean island once owned by England, has </code> <p>coconuts, succulent fruits and aromatic spices like mace. It also<br /> has an orthodox English manor house, funded by the exchequer to house<br /> the governor when it was a colony.<br /> It has fireplaces casting a pale glow on a great hall. There is a soupcon of<br /> island culture in the architecture built with expert local artisans.</p> <p>The lovely Caribbean island once owned by England, has coconuts, juicy fruits and<br /> nice smelling spices like mace. It also has a conventional mansion, paid for by<br /> the English treasury to house the governor in colonial times.<br /> It has roaring fires under mantle places, throwing faint light on a great hall. There is a<br /> hint of island culture in the architecture built by skilled local artists.</p> <p>FINAL THOUGHTS:</p> <p>A place like the Cayman Islands?</p>

<p>In his Letter from a Birmingham Jail, Martin Luther King Jr. wrote,<br /> “You may well ask, ‘Why direct action? Why sit-ins, marches, etc.? Isn’t negotiation a better path?’ You are exactly right in your call for negotiation. Indeed, this is the purpose of direct action. Non-violent direct action seeks to create such a crisis and establish such tension that a community that has constantly refused to negotiate is forced to confront the issue. It seeks so to dramatise the issue that it can no longer be ignored”. The Sheffield Street Trees campaign illustrates this beautifully as direct action was used successfully not only to actually protect trees but also to bring the issue to the attention of the wider public. This led to a successful process of negotiation where different views were taken into consideration when deciding how to manage the street trees.</p> <p>These lessons use a fictional context using ‘Mantle of the Expert’ to introduce different perspectives and to engage learners in the Sheffield Street Trees case study which is introduced at the end. At this point it would be helpful to make a distinction between the fictional drama and what really happened. Although different perspectives and complexities are introduced through the lessons, including the contestability of the decision by some tree protectors to break the injunction by going through the barriers as ‘persons unknown’ the final outcome of the actual protests was that the protestors were vindicated in their objections.</p> <p>The new tree strategy that came from negotiations illustrates this and is a much more cautious and participatory approach to street tree management in Sheffield. Sheffield Council received criticism from national bodies such as the Woodland Trust and was investigated by the Forestry Commission. They issued an apology for the dawn raid on Rustlings road (that the first scenario is based on) ‘A public unreserved apology’ was recommended by the Local Government and Social Care Ombudsman .</p> <p>A script is provided for those teachers who are not familiar with Mantle of the Expert but this can obviously be used flexibly with those who are. Out of role curriculum activities feature throughout.</p>

<p>ROMANS PACK (Age range 8+ with a simpler lesson included)</p> <p>This pack comes with 4 different Roman Lessons as follows:</p> <ol> <li> <p>A Roman Town - Chariots and Rider Game, the lesson is housed within a film-set idea (with the teacher as a famous Director) about Roman times. During the film the shooting locations will be the Forum ( an incident takes place - thief steals from the market place), the Art Gallery (sculpting and painting frescoes), The Baths (mantle of the expert technique), The Roman Theatre - they must create a play scene that goes wrong in the film. The idea that the Roman town is created for a film gives it an interesting and creative dimension so that the students create scenes within scenes with the Director getting involved and having to edit parts etc</p> </li> <li> <p>Roman Gods - Night At The Museum game with classroom adaptation if in a very small space, sculptor and model mimes for Roman temple, looking at situations for worshipping Gods (passing an exam for example) and selecting the appropriate God, Mount Olympus scenario - Jupiter needs replacing for a while and one of the others will take over but who will he choose? - fun presentations by other Gods for the job, Ceremonial tableaux, Fun Improvisation on the myth of Jupiter Juno and Little Io</p> </li> <li> <p>Romulus and Remus - A Myth is a brilliant accompaniment to a factual topic. In this lessons the students will have a short introductory script to read and improvise from. Then they will work through the storyline creating it’s scenes in groups using techniques like mime and narration. The story could be made into a short simple play to show to another class or as an Assembly piece.</p> </li> <li> <p>Romans For Age 6-8 - For younger/less able children a simpler lesson structure Chariots and Riders game, making shapes of Roman Town buildings, occupational mime of Roman jobs and mantle of the expert technique. Selling things at the busy market place and using soundscape ideas to call out the wares on sale. Argument in the marketplace - creating a tense drama within the scene which is always great fun.</p> </li> </ol> <p>All of the lessons will draw on the things that the students are learning about Romans in the class so the teacher can look at the lesson content and just make sure that the students have some knowledge in preparation.</p> <p>Working interactively like this will greatly increase the student’s learning and understanding of the topic and activities can be followed up with writing (you can embed it within the practicals) and artwork.</p>

I have attached the resources and photos for Macdeath! I wanted to create a lesson to engage my lower set Year 9s who were really struggling with the language but this can be adapted for all Key Stages and abilities. I have used this for an observation and presented it during a whole school meeting when discussing innovative lessons and Mantle of the Expert. <br /> <br /> I was lucky enough to have the following items for the evidence:<br /> <br /> Bloody dagger<br /> Vial<br /> Soap<br /> <br /> And then the rest (evidence sheet attached) was printed (I tea stained and burnt the letter and diary entry). I also crumpled up the receipt for authenticity. I used ducktape for 2 body outlines (and 2 willing English teachers who needed a lie down for the outline) and folded yellow card for the evidence numbers, which I placed around the bodies. I then got the students into groups to look at their own evidence packs (I didn’t give them the ‘authentic evidence’ but just printed versions) They then had an evidence log with prompt questions and a final coronary report.<br /> <br /> The theme of the lesson was 'deceit' (although this can be adapted) and the aim was to use their interpretive skills to decipher WHY they died and to understand how their behaviour had contributed to their deaths.

<p>Clive Oppenheimer, a volcanologist working on the latest techniques to monitor and predict volcanic eruptions, demonstrates his work at Mount Etna, an active volcano in Sicily.</p> <p>Volcanic eruptions pose a real threat to communities living nearby and at their most violent they have wiped out whole cities. Clive is an expert in developing new techniques for monitoring volcanoes. It’s a difficult job, because most of the activity happens deep below ground. He works with scientists around the world, but we follow him on a trip to Mount Etna in Sicily. Clive meets with his research students who monitor the volcanoes. To look at how the latest techniques are developing, he takes a trip up Etna to collect fresh lava samples, then heads to the Institute of Volcanology, about 20 km away, to analyse some of the new data. There are curriculum materials fully integrated with the programme, plus additional CPD materials and bonus web clips.</p>

Learning Objectives<br /><br /><br /> <br /><br /><br /> 3 – State what your results show<br /><br /><br /> 4 – Draw a clear and simple conclusion that describes any patterns in your results<br /><br /><br /> 5 – Draw a conclusion, identifying the evidence that supports it and suggest a reason for the outcome <br /><br /><br /> 6 - Draw a conclusion, identifying the evidence that supports it and suggest a scientific explanation for the outcome<br /><br /><br /> 7 - Suggest alternative conclusion to the one you have drew, that is also consistent with the data and compare which is more likely<br /><br /><br /> <br /><br /><br /> Learning objectives focuses on skills, but can easily be converted to knowledge based.

A lesson plan and powerpoint to explore baptism with Year 2 but could be adapted for Year 1. Includes time tor children to share own artefacts involving baptism. Develops questioning and enquiry skills. Christianity, family life, life events, believer's baptism, infant baptism, christening, artefacts.

A lesson plan and powerpoint to help children explore the words which Jesus used to describe himself. Good Shepherd, Bread of Life, Light of the World leading to a reflection on crosses. Small group, Circle time and Drama based activities. Designed for Year 3 but could be adapted for all KS2.

A variety of planning and resources used in PSHE related to special people, bereavement etc... Hope it is of some help :D

In this lesson students will understand the process of how a cow makes milk. They will use creative role-play to recreate this process. Furthermore, students will investigate what foods are made from milk and use persuasive techniques to encourage others to consume these dairy foods.

<p>Unit plan for an Ancient Greeks topic, in which we challenged pupils to create their own museum exhibit based on Ancient Greeks. This was a big undertaking, but we pulled it off and the children in all classes were incredibly motivated and engaged. They worked tirelessly to create resources for the opening of the museum exhibit - parents and staff were very proud of the end results!</p>