This resource offers suggestions and structure for students studying the ‘Deconstructing Texts for Performance’ component within OCR A Level Drama and Theatre. The resource focuses on Antigone by Jean Anouilh (from Sophocles) but could be easily adapted to the other set texts, as much of the advice is generic to any set text. Guidance worksheets include: overview of the exam questions and their demands mark scheme criteria summary of key advice from the most recent report on the examination guidance on developing a directorial concept/vision for the play guidance on how to structure each question and respond to its demands a glossary of key terminology relating to acting, technical and design elements which a director might utilise (please see separate resource outlining the role of the director)

Step-by-step guidance for the Working Notebook in the unit on devised drama (Component 2 - Creating Original Drama). This relates to the requirements of the new AQA A Level Drama and Theatre specification.

This range of materials is intended to aid the study of Jez Butterworth's Jerusalem. It is primarily a resource for A Level Drama/Theatre/Performing Arts teachers and is targeted at Component 1 of the new AQA A Level Drama and Theatre specification. It will also be useful to the study of the play in other contexts, such as English Literature. The pack includes an extremely detailed synopsis, which is broken down into key sections which pupils may wish to explore practically or which could be the focus of examination questions. Attention is given to style and genre, and there is detailed analysis of the play's themes alongside extensive context given for the references within the play to mythology, traditional rituals, songs and stories. Throughout the pack, there are key questions presented to students with research tasks and homework suggestions. In addition, there are teaching notes on a range of sections which might be explored practically in class, with potential ideas for the focus of the exploration relating to acting as well as the themes and context present in each scene which could be brought out through practical study. Finally, there are a range of practice examination questions for performers and designers. Total: 16 pages

A clear step-by-step structure for students to complete the 'Reflective Report' for Component 3 (Making Theatre) of the AQA A Level Drama and Theatre. Note: the preview shows only the overview of the guidance for students. The full guidance sheet contains a writing frame for pupils with detailed guidance on how to structure the report into sections, alongside what needs to be included in each part.

Study materials for 39 Steps by Patrick Barlow for GCSE Drama set text study. 39 Steps is a set text on the AQA specification, but these resources are useful for study in other contexts. Synopsis Style Context Vocabulary for Acting and Design Costume, Settings, Lighting, Sound

Step-by-step guidance for producing the Devising Log for Component 2 of the new AQA GCSE Drama specification. Includes a selection of rehearsal techniques giving starting points for pupils to explore their piece practically in rehearsal which they may write about in their log. This was originally produced for pupils devising in a Brechtian style, but could be easily adapted for other approaches.

This one page flowchart outlines the role of the professional theatre director, listing key terminology/considerations for students taking on the role of a director in A Level Drama and Theatre written examinations. The resources seeks to comprehensively outline the key considerations in creating a vision/concept for a production, translating that into production decisions and highlighting how audiences then ‘read’ these decisions to make meaning. The resource is targeted to A Level written examinations in Drama and Theatre which demand that students take the role of a director in staging of set texts, but is also a useful resource for the ‘live theatre’ section of the paper in which students will consider how the director of a piece of drama they have seen may have created meaning for an audience. Key terminology is listed methodically, though students can be set the task of investigating these to create a glossary of vocabulary relating to theatre directing. Originally created for AQA/OCR Drama and Theatre A Level but applicable to other boards.

Contains clear bullet point structures for how to answer each question on the set text (Section B) on the written examination for AQA GCSE Drama (Component 1 - Understanding Drama). Guidance is given for all four questions, including some suggested vocabulary/focus areas and a simple breakdown of the demands of each question.

A suggested structure for the AQA GCSE Drama Live Theatre Production response (Component 1 Section C). Contains a glossary of useful acting and design/technical vocabulary as well as step-by-step guidance on how to construct the essay.

This worksheet outlines some possible ways of structuring the ‘Research Report’ within the ‘Practitioners in Practice’ component of OCR A Level Drama and Theatre. Contains the marking criteria. Originally written with research suggestions for students on Katie Mitchell and Stanislavski - the resource could be easily adapted with suggested research on other practitioners.

An overview and guidance worksheet on delivering the ‘Portfolio’ section of the ‘Practitioners in Practice’ Component of OCR A Level Drama and Theatre