We are always being challenged to answer this question so here it is, a simple poster outlining the skills learnt while studying drama. The poster is colourful and is set out into four categories; job interview skills, personable skills, subject specific skills and team building skills.

Being not part of the National Curriculum, drama does not have it's own mark scheme at KS3. I created my own assessment scheme, the levels linked to the English NC levels. I separated my drama assessments into three areas; 1. CO-OPERATION & IDEAS 2. PERFORMANCE 3. EVALUATION These assessment sheets are colour coded for each KS3 year and is set on an A5 size for ease when mounting in a standard exercise book.

Being not part of the National Curriculum, drama does not have it's own mark scheme at KS3. I created my own assessment scheme, the levels linked to the English NC levels. These assessment levels have been used in every school in which I have worked and the schools have adopted my system as it has proven to be very successful; both easy to use and accurate. I separated my drama assessments into three areas; 1. CO-OPERATION & IDEAS 2. PERFORMANCE 3. EVALUATION This resource is the third section; Evaluation and includes a teacher mark scheme along with poster sized assessment levels for display so that the students can also understand their level and how to get up to the next level. The levels; over a level 5 also begin to correlate with the GCSE assessment criteria.

Being not part of the National Curriculum, drama does not have it's own mark scheme at KS3. I created my own assessment scheme, the levels linked to the English NC levels. These assessment levels have been used in every school in which I have worked and the schools have adopted my system as it has proven to be very successful; both easy to use and accurate. I separated my drama assessments into three areas; 1. CO-OPERATION & IDEAS 2. PERFORMANCE 3. EVALUATION This resource is the second section; Performance and includes a teacher mark scheme along with poster sized assessment levels for display so that the students can also understand their level and how to get up to the next level. The levels; over a level 5 also begin to correlate with the GCSE assessment criteria.

Being not part of the National Curriculum, drama does not have it's own mark scheme at KS3. I created my own assessment scheme, the levels linked to the English NC levels. These assessment levels have been used in every school in which I have worked and the schools have adopted my system as it has proven to be very successful; both easy to use and accurate. I separated my drama assessments into three areas; 1. CO-OPERATION & IDEAS 2. PERFORMANCE 3. EVALUATION This resource is the first section; Co-operation & Ideas and includes a teacher mark scheme along with poster sized assessment levels for display so that the students can also understand their level and how to get up to the next level. The levels; over a level 5 also begin to correlate with the GCSE assessment criteria.

4 double lessons studying character using the film; 'Catch me if you can' The scheme sets out objectives, starter, introduction, development and plenaries. Working with theories of Stanislavski as well as 2D, Attitude and Objective.

AS level drama study of the GREEK TRAGEDY: The Bacchae by Euripides. 20 lessons over 4 weeks planned. Each lesson sets out a brief for you to plan your own lesson(s); Lesson 1 Themes Lesson 2 Performance Lesson 3 Character Lesson 4 Character Lesson 5 Duologue Lesson 6 Chorus Strophe 1...

AS or A2 Drama scheme of work studying Caryl Churchill's VINEGAR TOM. The scheme covers 30 lessons over 6 weeks (based on 5 lessons per week). Each lesson sets out tasks; Preparation, Exploration of a scene or song, Dialogue, Character, Atmosphere, Politics, Gender. Issues explored are superstition, hysteria, witchcraft and women's punishment Brecht's alienation is explored with the song(s). The scheme of work concludes with students planning and delivering their own drama workshops.

14 lesson scheme of work for A level drama. Scheme includes lesson objectives, starters, introductory activities, development activities and plenaries. Explored through the practical use of drama strategies and the moralistic development through the use of key questions. Resources are included.

A one off lesson or to be used as a starter lesson; addressing the common themes in the play 'Endgame'.

Resources to go with the 2 drama schemes of work available FREE on TES. FREE due to it being a scanned copy.

Second of two drama schemes of work for Shakespeare's 'Much Ado About Nothing'. A detailed scheme, tried and tested for many years - works very well and all students have responded well to all activities. FREE due to the scheme being a scanned copy.

Drama scheme of work for Shakespeare's 'Much Ado About Nothing'. A detailed scheme, tried and tested for many years - works very well and all students have responded well to the activities. FREE due to the scheme being a scanned copy.

Just what it says it is... a list of drama activities to choose from when studying Anne Frank's Diary.

The second of two detailed schemes of work based on the study of Anne Frank's diary. Here, 6 lessons cover; Objectives, Starters, Introductions, Drama Development, Plenaries and homework. Indented to be taught from the scheme; no additional lesson plans are necessary. All resources are included (SCHEME 1 covers the previous 6 lessons - also available on TES). The scheme allows for the study of sections of text from Anne Frank’s diary. Students should develop empathy for Anne’s situation at the same time building a knowledge of World War II and the horrific acts of genocide. Hopefully this scheme will address the issue of prejudice in a way which will allow all students to question their own behaviour and opinions in an attempt to minimise acts of prejudice in your classroom and your school. Drama Learning Outcomes: The students will concentrate on using space constraints and Spectra of Theatre (Light/Dark, Noise/Silence) in order to create dramatic atmosphere and represent the element of fear. Speaking & Listening Range. Group and class discussion, reporting back on small group work; • Exploration and hypothesis • Consideration of ideas • Debate and persuasion • Development of thought and analysis • Presentation of drama to audience(s) • Attentive listening • Groups participation, improvement of communication skills • Evaluation of language use (both verbal and non verbal) • Judge appropriate detail • Adapt speech and performance for the listener • Sift, summarise and use salient points • Consider different opinions • Use persuasive argument(s) • Negotiate consensus • Consider choice • Effectiveness of expression • Listen and respond Reading Range. Reading materials, researching the problem, prejudice, genocide, family support. Using library, internet and discussing issues and ideas in small groups and as a whole class; • Using language in a rich, diverse and imaginative way • Extending moral and emotional understanding • Build perspectives on society and community • Analysis and discussion • Extraction of salient points • Articulation of informed personal opinions (using drama and discussion) • Responding to the opinions of others • Distinguishing between opinions and attitudes • Selecting information Writing Range. A range of writing styles including collaborative note making, diary entries and developing and analysing character; • Informing others through description • Developing character understanding • Using emotive language • Development of thought through review and analysis • Analysis of own writing • Using own writing to inform drama • Expression of ideas (in a variety of ways) • Improving spelling, punctuation and grammar

The first of two detailed schemes of work based on the study of Anne Frank's diary. Here, 6 lessons cover; Objectives, Starters, Introductions, Drama Development, Plenaries and homework. Indented to be taught from the scheme; no additional lesson plans are necessary. All resources are included (SCHEME 2 covers the next 6 lessons - also available on TES). The scheme allows for the study of sections of text from Anne Frank’s diary. Students should develop empathy for Anne’s situation at the same time building a knowledge of World War II and the horrific acts of genocide. Hopefully this scheme will address the issue of prejudice in a way which will allow all students to question their own behaviour and opinions in an attempt to minimise acts of prejudice in your classroom and your school. Drama Learning Outcomes: The students will concentrate on using space constraints and Spectra of Theatre (Light/Dark, Noise/Silence) in order to create dramatic atmosphere and represent the element of fear. Speaking & Listening Range. Group and class discussion, reporting back on small group work; • Exploration and hypothesis • Consideration of ideas • Debate and persuasion • Development of thought and analysis • Presentation of drama to audience(s) • Attentive listening • Groups participation, improvement of communication skills • Evaluation of language use (both verbal and non verbal) • Judge appropriate detail • Adapt speech and performance for the listener • Sift, summarise and use salient points • Consider different opinions • Use persuasive argument(s) • Negotiate consensus • Consider choice • Effectiveness of expression • Listen and respond Reading Range. Reading materials, researching the problem, prejudice, genocide, family support. Using library, internet and discussing issues and ideas in small groups and as a whole class; • Using language in a rich, diverse and imaginative way • Extending moral and emotional understanding • Build perspectives on society and community • Analysis and discussion • Extraction of salient points • Articulation of informed personal opinions (using drama and discussion) • Responding to the opinions of others • Distinguishing between opinions and attitudes • Selecting information Writing Range. A range of writing styles including collaborative note making, diary entries and developing and analysing character; • Informing others through description • Developing character understanding • Using emotive language • Development of thought through review and analysis • Analysis of own writing • Using own writing to inform drama • Expression of ideas (in a variety of ways) • Improving spelling, punctuation and grammar

A 2 minute original script written by Dionne Dawson looking at the negative treatment many females get in school from the boys, name calling and sexual harassment.