Key Stage 5 Dystopian Genre - unseen paper. Extract from Children of Men.

Based on Laura Marshall's book, 'Harkhuf the First Explorer' (available on Amazon), these resources are aimed at teachers of Key Stage 2 and 3. Whether you are studying Ancient Egypt for topic work or have pupils who remain inspired by the period, these free resources could help kick-start your lessons. Included here are: - A basic scheme of work - A Powerpoint presentation with a History and Literacy focus - A synonym worksheet based on an extract from the book - An editable storyboard which class teachers can adapt according to the ability level of their pupils - Spelling labels - Differentiated planning handouts - Images for classroom display use only Follow the author on Twitter @steelyreserve Facebook Page: Harkhuf the First Explorer Schools and teachers, please contact via the Facebook page for bulk discounts, school visits and other offers

A scene-by-scene gap fill activity for this new GCSE Literature text, with room for notes on language, form, structure and context. Best printed on A3 paper. Suitable to be set as a cover lesson, with Scene 3 modeled for students. Extension task: Set design.

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.

This Powerpoint presentation contains prompts for discussion surrounding Drew Daywalt's 'The Day the Crayons Quit'. There are literacy tasks here you won't find anywhere else and yet the presentation is compatible with existing schemes of work. It is hoped that the presentation will provide a colourful springboard for working from this excellent book for Key Stage One.

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.

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.

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.

To plan a narrative (story) using problems and resolutions This basic lesson plan and presentation provide a springboard for looking at narrative stories in a different way. Pupils at Key Stage 2 and 3 are often very good at writing descriptively but struggle to structure their writing in an engaging way and are often in a rush to finish their work. By beginning with the “problem” of the story, pupils are able to work from the middle and then flesh out ideas for their characters, setting and resolution. The presentation also includes some work on conjunctions in order to boost literacy at sentence level.

This powerpoint presentation on Madame Doubtfire contains thematic analysis and consideration of the writer’s viewpoint and techniques. There is also a drama task and a reading assessment task. For the drama task, I have also included a “job descriptions” sheet in order to make each pupil’s role very clear. Incidentally, this is good preparation for Key Stage 4 Drama where pupils will need to work in a similar collaborative manner and reflect on their process. I have also included some essential linguistic terms for literary analysis.

This unit of work provides a basis for teaching the old spec AQA poetry curriculum for the Relationships cluster of the Moon on the Tides anthology. This is only suitable for teachers still using the old spec so 2015 will be the last year that this PPT can be used. There are suggested learning objectives for approximately half a term of teaching for high ability pupils with success criteria provided for some lessons. For example, pupils are asked to compare two poems by Carol Ann Duffy ('Hour' and 'Quickdraw') with particular attention to techniques and their effect on the reader. Pupils are also asked to consider some unseen poetry. For extension activities, pupils are encouraged to explore writing their own poetry and to think about song lyrics as being poetry. It is hoped that this will help to engage pupils more closely with the topics covered. Page numbers for the Moon on the Tides booklet have not been included, in case teachers are providing their own copies of the poems.

In summary, this resource is a starting point to enable pupils to:
- Compare poems in terms of their form, structure, techniques and effects
- Analyse unseen poems
- Structure their ideas in a logical sequence
- Consider human relationships and how the speaker interacts with the subject

It is not intended to be an exhaustive unit of work as it allows teachers to edit as they see fit, according to their individual needs and the needs of their pupils. As it is for higher ability groups, it is assumed that pupils will have a good working knowledge of poetic techniques, however I recommend compiling a revision list of key terms as part of your teaching of this module. GCSE, aged 14-16

This activity is a great ice breaker for new classes. You will need to create groups of 3-6 pupils. These can be mixed ability or with pupils of similar ability levels. Each group will need a box filled with random objects such as old watches, mirrors, swimming goggles, toy cars, happy families cards, Playmobil or Lego animals, foreign bank notes, postcards etc. Each group needs to come up with a story structure with a beginning, middle and ending and write their version of the story independently. It’s great for sharing ideas and allowing those that normally struggle with their imaginations to feel like they are part of the creative process. Ages 8 to 12, Key Stage 2 and 3, primary and secondary, creative writing

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.

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 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.

Starting with the concept of a palimpsest, AS/A Level pupils will explore language and ideas linked to the theme of time using drama activities, worksheets, fun extension activities and extended writing tasks. Recommended are “magic slates” for the starter (Amazon sells some cute cupcake-shaped ones in a pack of 8 which fit nicely with the extension task). Includes: 2 x lesson plans 3 x differentiated worksheets 1 unseen dystopian genre exam-style question

Three time-saving mock papers (featuring six essay questions in total) designed in the same style as the OCR exemplar materials, to get pupils thinking about the range of questions which they might encounter. Each paper contains an extract-based question, as well as an additional question where students are encouraged to focus on two key examples from the text. Topics covered: - Religious discourse - Gothic genre - Professional status - Structure - London - Duality

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.

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.