I have been working in education for the last twelve years across a variety of subjects but specialising in drama and the performing arts. I have uploaded a variety of schemes of work that will take around six hours to deliver and I hope you enjoy using them in your classroom as much as I have!
I have been working in education for the last twelve years across a variety of subjects but specialising in drama and the performing arts. I have uploaded a variety of schemes of work that will take around six hours to deliver and I hope you enjoy using them in your classroom as much as I have!
An excellent KS5 resource for A-level drama 7262 specification on applying the theory of theatre practitioners with a complete and ready to go twelve lesson SOW which includes all additional worksheets.
If you purchase this scheme of work you get access to twelve lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the twelve core outcomes which are designed for this module.
In this twelve lesson SOW students will learn about:
Lesson one: In this lesson students learn to apply and understand key theories from Stanislavski such as belief and emotion memory, the feeling of truth and relaxation to create a convincing role within Stanislavski’s system.
Lesson two: In this lesson students learn to apply and understand key theories from Stanislavski such as concentration, agility, observation, and accentuation to create a convincing role within Stanislavski’s system.
Lesson three: In this lesson students learn to apply and understand key theories from Stanislavski such as the given circumstances and the magic if to create a convincing role within Stanislavski’s system.
Lesson four: In this lesson students learn to understand key theories from Antonin Artaud such as uncomfortability, removal of language, working on extremes and breathing patterns to create a convincing role within the Theatre of Cruelty.
Lesson five: In this lesson students learn to understand key theories from Antonin Artaud such as emotion lines, concrete language of symbols, Artaudian characterisation and soundscapes to create a convincing role within the Theatre of Cruelty.
Lesson six: In this lesson students learn to devise a piece of theatre from a stimulus based on a mental asylum in the style of the Theatre of Cruelty.
Lesson seven: In this lesson students learn to understand key theories from Boal’s arsenal of games and exercises such as blind cars, name and gesture, Colombian hypnosis and push not to win to create a convincing role within the Theatre of the Oppressed.
Lesson eight: In this lesson students learn to understand key theories from Boal’s image theatre such as rhythm with chairs, complete the image, individual imagery and imagery of the oppressed to create a convincing role within the Theatre of the Oppressed.
Lesson nine: In this lesson students learn to understand key theories from Boal’s forum theatre to create a convincing role within the Theatre of the Oppressed.
Lesson ten: In this lesson students learn to create a baseline assessment in the style of our chosen theatre practitioner Stanislavski, Artaud, or Augusto Boal.
Lesson eleven: In this lesson students learn to rehearse a piece of work in the style of your chosen theatre practitioner.
Lesson twelve: In this lesson students complete a summative assessment on a piece of theatre in the style of our chosen theatre practitioner for a baseline assessment in today’s lesson.
An excellent KS4 resource for GCSE drama AQA 8261 specification on texts in practice with a complete and ready to go twelve lesson SOW which includes all additional worksheets.
If you purchase this scheme of work you get access to twelve lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the twelve core outcomes which are designed for this module.
In this twelve lesson SOW students will learn about:
Lesson one: In this lesson students learn to understand the characters and themes within ‘Blue Remembered Hills’ by Dennis Potter.
Lesson two: In this lesson students learn to play children effectively by adapting our vocal and physical skills to replicate seven year olds.
Lesson three: In this lesson students learn to perform a range of characters from Blue Remembered Hills within their performances.
Lesson four: In this lesson students learn to bring to life a character from Blue Remembered Hill’s using effective vocal and physical skills in our performance.
Lesson five: In this lesson students learn to use connotation, denotation and hot seating to effectively understand the character of Donald Duck from Blue Remembered Hills.
Lesson six: In this lesson students learn to play a range of different characters effectively using our vocal and physical skills through freeze frames and role play.
Lesson seven: In this lesson students learn to explore and rehearse scenes eight, ten, eleven and thirteen in today’s lesson to build our understanding and knowledge of the characters from Blue Remembered Hills.
Lesson eight: In this lesson students learn to explore and rehearse scenes fifteen, sixteen, seventeen and eighteen in today’s lesson to build our understanding and knowledge of the characters from Blue Remembered Hills.
Lesson nine: In this lesson students learn to explore and rehearse scenes twenty one, twenty two, twenty three and twenty four in today’s lesson to build our understanding and knowledge of the characters from Blue Remembered Hills.
Lesson ten: In this lesson students learn to explore and rehearse scenes twenty five, twenty six, twenty seven, twenty eight and twenty nine in today’s lesson to build our understanding and knowledge of the characters from Blue Remembered Hills.
Lesson eleven: In this lesson students learn to rehearse our two chosen extracts from Blue Remembered Hills to simulate a mock performance of the module for text’s in practice next year.
Lesson twelve: In this lesson students complete a summative assessment on their use of vocal and physical skills, together with any appropriate theatrical skills, to bring the two chosen extracts from Blue Remembered Hills to life effectively on the stage for an assessment.
An excellent KS4 resource for GCSE drama AQA 8261 specification on texts in practice with a complete and ready to go twelve lesson SOW which includes all additional worksheets.
If you purchase this scheme of work you get access to twelve lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the twelve core outcomes which are designed for this module.
In this twelve lesson SOW students will learn about:
Lesson one: In this lesson students learn to introduce and understand the play Hard to Swallow by looking at the different issues that affect young people today with a particular focus on eating disorders.
Lesson two: In this lesson students learn to develop and explore a piece of drama that is based on eating disorders through freeze frames, thought tracking and role play.
Lesson three: In this lesson students learn to understand eating disorders and how they affect people using Mark Wheeler’s Hard to swallow as an exemplar.
Lesson four: In this lesson students learn to understand the characters of Maureen and John Dunbar and how their relationship has affected Catherine.
Lesson five: In this lesson students learn to understand Catherine’s relationship with her parents through the use of a flashback and physical theatre.
Lesson six: In this lesson students learn to explore the naturalism in scenes five and six from Hard to Swallow.
Lesson seven: In this lesson students learn to explore the naturalism and stylisation in scenes seven, nine and ten from Hard to swallow.
Lesson eight: In this lesson students learn to understand Catherine’s relationship with her immediate family through the use of physical theatre and through section twelve.
Lesson nine: In this lesson students learn to develop and explore the epilogue of Hard to swallow and take an issue from Mark Wheeler’s play and devise a performance based from it.
Lesson ten: In this lesson students learn to select and rehearse an extract for a mock assessment from Hard to swallow.
Lesson eleven: In this lesson students complete a summative assessment on their selected extracts for their final performance of Hard to swallow.
Lesson twelve: In this lesson students to complete a research project into the impact of eating disorders.
An excellent KS4 resource for GCSE drama AQA 8261 specification on The Woman in Black with a complete and ready to go twelve lesson SOW which includes all additional worksheets.
If you purchase this scheme of work you get access to twelve lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the twelve core outcomes which are designed for this module.
In this twelve lesson SOW students will learn about:
Lesson one: In this lesson students learn to read and understand the key events of act one within the Woman and Black ready for our study of this text for our section C examination.
Lesson two: In this lesson students learn to read and understand the key events of act two within the Woman and Black ready for our study of this text for our section C examination.
Lesson three: In this lesson students learn to analyse and evaluate three effective vocal moments within the Woman in the Black for our section C examination.
Lesson four: In this lesson students learn to analyse and evaluate a further three effective vocal moments within the Woman in the Black for our section C examination.
Lesson five: In this lesson students learn to analyse and evaluate three effective physical moments within the Woman in the Black for our section C examination.
Lesson six: In this lesson students learn to analyse and evaluate a further three effective physical moments within the Woman in the Black for our section C examination.
Lesson seven: In this lesson students learn to analyse and evaluate three effective uses of the performance space within the Woman in the Black for our section C examination.
Lesson eight: In this lesson students learn to select and rehearse two extracts for a mock assessment from ‘The Woman in Black’.
Lesson nine: In this lesson students learn to use our vocal and physical skills, together with any appropriate theatrical skills, to bring your two chosen extracts from the Woman in Black to life effectively on the stage.
Lesson ten: In this lesson students learn to understand the requirements of a Section C question based on the set text of the Woman in Black.
Lesson eleven: In this lesson students learn to practice writing a Section C question based on the set text of the Woman in Black using the skills of description, analysis and evaluation in our writing.
Lesson twelve: In this lesson students learn to create a revision powerpoint on the play The Woman in Black, by Susan Hill, for our Section C examination.
An excellent KS4 resource for GCSE drama AQA 8261 specification on Blood Brothers with a complete and ready to go twelve lesson SOW which includes all additional worksheets.
If you purchase this scheme of work you get access to twelve lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the twelve core outcomes which are designed for this module.
In this twevle lesson SOW students will learn about:
Lesson one: In this lesson students learn to read and understand act one of Blood Brothers and work co-operatively as a team to analyse a crime scene in preparation for act two of Blood Brothers next week.
Lesson two: In this lesson students learn to read and understand act two of Blood Brothers and adapt our vocal and physical skills to play different characters from different social classes within the play.
Lesson three: In this lesson students learn to create effective dramatic tension on stage and show this in a performance.
Lesson four: In this lesson students learn the techniques that are needed to play a child effectively in a performance inspired by Blood Brothers.
Lesson five: In this lesson students learn to identify the genre, style and structure that Blood Brothers is written within and how do we practice a four mark question from the written exam.
Lesson six: In this lesson students learn to understand the social, cultural, historical and political context of the play Blood Brothers.
Lesson seven: In this lesson students learn to identify key moments within Blood Brothers where context can be seen clearly for the audience.
Lesson eight: In this lesson students learn to use non-verbal communication skills to create tension effectively, for a question 6.03 on the written exam, between the characters of Mickey and Linda within your performance.
Lesson nine: In this lesson students learn to use vocal and physical skills to create a dramatic climax, for a question 6.03 on the written exam, during the final scene of Blood Brothers.
Lesson ten: In this lesson students learn to use their vocal and physical skills, together with any appropriate theatrical skills, to bring their two chosen extracts from Blood Brothers to life effectively on the stage.
Lesson eleven: In this lesson students learn to understand the requirements of a Section B question on the set text of Blood Brothers for the written paper.
Lesson twelve: In this lesson students learn to create a revision powerpoint on the play Blood Brothers, by Willy Russell, for our Section B written paper examination.
An excellent KS4 resource for GCSE drama AQA 8261 specification on theatre roles and staging configurations with a complete and ready to go two lesson SOW which includes all additional worksheets.
If you purchase this scheme of work you get access to two lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the two core outcomes which are designed for this module.
In this two lesson SOW students will learn about:
Lesson one: In this lesson students learn to revise for section A of the written paper ready for our written paper.
Lesson two: In this lesson students learn to answer and understand the requirements of a section A question from the written paper.
An excellent KS3 resource for drama on introduction to devising with a complete and ready to go twelve lesson SOW which includes all additional worksheets.
If you purchase this scheme of work you get access to twelve lesson powerpoints with around 80 to 100 slides over the complete SOW that help students to access and succeed at the twelve core outcomes which are designed for this module.
In this twelve lesson SOW students will learn about:
Lesson one: In this lesson students learn to create a short performance from a picture stimulus that examines the key theme of riots and protests for this module.
Lesson two: In this lesson students learn to create a short performance from a diary stimulus that examines the key theme of riots and protests for this module.
Lesson three: In this lesson students learn to create a short performance from a poem stimulus that examines the key theme of riots and protests for this module.
Lesson four: In this lesson students learn to create a short performance from a historical event stimulus that examines the key theme of riots and protests for this module.
Lesson five: In this lesson students learn to create a short performance from a real-life event stimulus that examines the key theme of riots and protests for this module.
Lesson six: In this lesson students select, rehearse and perform a devised performance based on one of the stimuli from this half term for an assessment piece in today’s lesson.
Lesson seven: In this lesson students learn to begin the process of developing and researching their own stimuli in a computer room ready to share their ideas to the group next week.
Lesson eight: In this lesson students learn to decide which stimulus they are going to develop into a group performance for this half term, start to develop their initial ideas for their devised piece and write their character profile for their main character.
Lesson nine: In this lesson students learn to develop their devising ideas from their research lesson in the computer room into a practical piece of work using the dramatic narrative arch by particularly concentrating on the exposition, initial incident and the rising action of our piece.
Lesson ten: In this lesson students learn to develop their devising ideas from their research lesson in the computer room into a practical piece of work using the dramatic narrative arch by particularly concentrating on the climax, falling action and the resolution of our piece.
Lesson eleven: In this lesson students rehearse their devised piece for the final time by making sure that they have accurate timings, use of theatrical skills and believable character work while also writing their vision for their chosen stimulus in preparation for the performance assessment in the next lesson.
Lesson twelve: In this lesson students complete a summative assessment on their devised project for their end of unit assessment on creating, performing and communicating skills.
For £9.99 you will recieve three scheme’s of work which normal retail at £18.
These three schemes of work will cover section A, B and C of the GCSE drama AQA 8261 specification.
That’s a saving of 44%!
The schemes of work on section B are Blood Brothers as the set text and section C as the live theatre review; but please feel free to adapt.
I hope you enjoy!
The best twenty resources from the store all in one bundle!
That’s twelve years of drama planning and teaching!
These twenty items brought individually would cost £84.
But if you buy this bundle you will recieve twenty individual schemes of work for £49.99.
That’s a saving of 40%!
Plus you will be able to revolutionalise your drama curriculum with so many options to choose from.
It was hard to choose the top twenty in this bundle; but for your purchase you will receive alongside many more schemes of work slapstick and silent movies, introduction to drama skills and technical theatre.
I hope you enjoy!