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Musical Theatre Roles – KS3 Drama Full Scheme (7 Lessons + Resources) Perfect for SEN, SEMH, and mainstream learners This engaging 7-lesson scheme of work is designed for KS3 Drama students and introduces them to the vibrant world of musical theatre beyond the spotlight. With a strong focus on technical theatre and design roles, this scheme encourages creativity, collaboration, and confidence-building in a fully differentiated and inclusive format. What’s included? Full medium-term plan with clear objectives and outcomes Editable PowerPoints and printable worksheets Practical and theoretical activities covering: Acting, choreography, and directing Costume and SFX makeup design Lighting theory and hands-on torch-based activities Final design project brief with assessment criteria Formative assessments to check knowledge and reinforce literacy Skills Developed: Characterisation (vocal and physical) Costume and makeup design Lighting design and practical application (using GOBOs and GELs) Creative thinking, problem-solving, and teamwork Health and safety awareness through hands-on risk assessments Why you’ll love it: This scheme brings the world of backstage theatre into the classroom with cross-curricular links to Art, Science, and English. It’s SEN-friendly with scaffolded activities, simplified instructions, and sensory-friendly materials. All tasks are designed to build cultural capital and career awareness in creative industries. Inspired by real-world productions like Shrek The Musical, students explore how storytelling comes to life through design, not just performance. A brilliant foundation for BTEC or GCSE Drama pathways.

Step into a world of comic book clashes and cinematic showdowns as students explore what it takes to become a superhero - or a villain! This dynamic scheme of work invites learners to delve into the traits, movements, voices, and designs that bring larger-than-life characters to the stage. Through improvisation, voice and movement exercises, costume creation, and technical theatre exploration, students will develop their dramatic toolkit while analysing the timeless battle of good versus evil. Highlights of the Unit: Striking power poses and exaggerated entrances Creating slogans and catchphrases to develop vocal style Crafting masks or capes using symbolism and texture Designing dramatic superhero/villain lairs Experimenting with lighting and sound in a “reveal scene” Debating the moral grey area between good and evil Ideal For: Drama departments seeking a fun, immersive, and inclusive scheme of work that encourages performance confidence, creativity, and design thinking - especially suitable for diverse learners, including those with SEND, ASD, and SEMH. Learning Intentions: Understand the defining traits and archetypes of heroes and villains. Use exaggerated physicality and vocal expression to portray character. Explore symbolism through costume, props, lighting, and sound. Develop short devised performances based on dramatic conflict. Reflect on the storytelling power of drama and design. Key Skills Developed: Improvisation and devising Vocal control (tone, pitch, pace) Movement and posture characterisation Use of design elements (costume, set, lighting, sound) Collaboration, analysis, and self-reflection Assessment: Formative: Class discussions, peer feedback, exit tickets, and design tasks. Summative: Devised hero-villain confrontation incorporating performance and technical elements, followed by reflection. Cross-Curricular Links: English: Character development, persuasive slogans, storytelling Art & Design: Costume/set design and colour symbolism Music: Soundscapes and vocal modulation History: Exploring cultural and historical heroes and villains PSHE: Identity, morality, empathy, and teamwork

Charlie and the Chocolate Factory – From Page to Stage: A Drama Unit SEN/SEMH Engage your students in an exciting exploration of drama, storytelling, and performance with this Charlie and the Chocolate Factory scheme of work. This unit encourages learners to analyse the adaptation of books and films into musical theatre while developing essential drama skills. Learning Outcomes: By the end of this unit, students will: Understand how films are adapted into musical theatre productions. Explore Roald Dahl’s Charlie and the Chocolate Factory through drama techniques. Develop vocal skills to enhance character portrayal. Use still images, flashbacks, and flashforwards to elevate storytelling. Understand the impact of tension, silence, and pauses in drama. Work collaboratively to design and pitch a Wonka-inspired product. Perform as a character from Charlie and the Chocolate Factory, applying learned drama techniques. Key Knowledge & Skills: The adaptation process from book to musical theatre. The power of vocal techniques in performance. The use of still imagery, flashbacks, and dramatic tension. The role of advertising and branding in theatre. Improvisation, persuasive speaking, and teamwork. Assessments & Activities: Formative: Discussions, role-on-the-wall character development, vocal & physical drama practice, collaborative advertising task, and continuous teacher feedback. Summative: End-of-unit quiz, a Golden Ticket performance task, self and peer evaluations, and analysis of drama techniques in the Charlie and the Chocolate Factory film. This engaging and interactive resource is ideal for KS3 drama classes and offers a mix of practical and theoretical learning. Inspire creativity, boost confidence, and develop essential drama skills with this fun-filled, imaginative unit! Perfect for drama teachers looking for a structured, adaptable resource that enhances both performance and analytical skills.

AI Power-Up: The Ultimate Teacher’s Toolkit Looking to save time on lesson planning, reports, and classroom management? AI Power-Up is your essential guide to integrating AI into your teaching practice! This comprehensive toolkit provides SMART AI prompts tailored for teachers AND SLT, covering: Lesson planning & curriculum design Report writing & student progress tracking Classroom management & behaviour strategies Communication with parents and colleagues Perfect for SEN & SEMH educators, this resource includes structured prompts to maximize AI’s potential, ensuring efficiency while maintaining a student-centered approach. What’s inside? A breakdown of AI tools for education Step-by-step guidance on crafting effective prompts AI-powered strategies for engaging and inclusive teaching Transform your workload with AI Power-Up and supercharge your teaching today!

Offbeat Reggae – Scheme of WorkSuitable for Year 8 SEN and SEMH StudentsDuration: 7 Weeks Overview: This 7-week scheme of work is designed for low-ability, SEN, and SEMH students, focusing on offbeat rhythms and reggae-style keyboard playing. The resource includes mid-term planning (MTP), cover tasks, assessment criteria, formative and summative assessments, close-the-gap activities, and exit tickets to support student progress. The scheme includes printouts for student books and PowerPoint presentations for teachers, ensuring that all resources are accessible and engaging for learners with additional needs. Learning Objectives: Learners will be able to: Understand offbeat rhythms and their importance in reggae music. Play the five main reggae chords on the keyboard. Read notes on the F major scale and identify differences from the C major scale. Recognise and perform syncopated rhythms commonly found in reggae music. Key Components: Key Knowledge: Understanding the origins and cultural significance of reggae music. Recognising and performing offbeat rhythms. Learning to play the five main chords used in reggae music. Key Skills: Identifying the notes in the F major scale. Comparing the C major and F major scales. Performing offbeat rhythms and syncopation on the keyboard. Assessment Criteria: Formative Assessment: Students will be assessed on their prior knowledge of note reading (C scale). They will also be assessed on their ability to write an offbeat rhythm and match chords to a reggae-style piece. Summative Assessment: Students will perform a simplistic melody on the piano, demonstrating: Correct offbeat timing. Appropriate finger placement. Ability to play reggae-style chords in rhythm. Supporting Resources: Cover tasks for independent learning. Close-the-gap activities to reinforce key concepts. Exit tickets for ongoing progress tracking. Printable worksheets for student books. Teacher PowerPoints to support lesson delivery. This scheme is designed to provide a structured and engaging introduction to reggae music, ensuring that SEN and SEMH students develop confidence in their musical abilities while building essential skills for progression in music education.

Keyboard Skills – Scheme of WorkSuitable for SEN and SEMH StudentsDuration: 7 Weeks Overview: This 7-week scheme of work is designed for low-ability, SEN, and SEMH students, focusing on foundational keyboard skills in a structured and accessible format. The resource provides mid-term planning, cover tasks, assessment criteria, formative and summative assessments, close-the-gap activities, and exit tickets to support student progress. The scheme includes printouts for student books and PowerPoint presentations for teachers, ensuring all resources are accessible and engaging for learners with additional needs. Learning Objectives: Learners will be able to: Play a simple melody on the keyboard. Read notes on a musical scale. Identify notes on the keyboard. Understand note values and their relevance to rhythm and timing. Key Knowledge: Recognising and naming notes on the keyboard. Understanding basic notation and note values. Developing awareness of rhythm and timing. Key Skills: Identifying and playing notes on the keyboard. Reading simple musical notation. Applying correct finger placement for basic melodies. Assessment Criteria: Formative Assessment: Students will complete tasks to assess their ability to recognise notes on the keyboard and understand note values. Exit tickets and written tasks will help measure progress in recognising notation and note placement. Summative Assessment: Students will perform a simple melody on the piano, demonstrating: Correct note values in rhythm. Appropriate finger placement and technique. Supporting Resources: Cover tasks for independent learning. Close-the-gap activities to reinforce key concepts. Exit tickets for ongoing progress tracking. Printable worksheets for student books. Teacher PowerPoints to support lesson delivery. Completed Mid Term Plan document This scheme is designed to provide a structured and accessible introduction to keyboard skills, ensuring that SEN and SEMH students can build confidence in their musical abilities while developing essential skills for progression in music education.

Students are able to explore the culture of different countries within the continent Africa (Zimbabwe, Mali, Democratic Republic of the Congo, South Africa) Lesson 1: African Dance – To learn and create an African Dance. Lesson 2: African Drums - To play an African percussion instrument (Crochets, Quavers and Triplets). Lesson 3: African Singing – To learn an African Song. Lesson 4: African Story – To explore an African Story through drama (freeze frames,dialogue, costumes Lesson 5:   African Masks and Symbolism – To explore the cultural significance of African masks. Lesson 6: Cultural Representation on stage – To understand how culture is represented on stage

A revision animation video breaking down how to answer Aii Includes; Structure Writing Frame Full example Ai and AII are free

Example of live theatre notes for Frankenstein. 3 key moments broken down into production and performance skills Provides some structure for students

2 minute video breaking down question Ai Includes; Structure Writing frame Example of physical and vocal Ai and Aii are free

Booklet that allows A level students to revise and work from. It covers all sections of the C3 exam (Live Theatre, Accidental Death of an Anarchist and Antigone - Brecht) , including context, writing frames and example answers. PDF and word copy Can be used as a lesson plan guide too Contents Page P.4 – Live theatre P.4 - Commenting on Acting P.5 – Commenting on costume / Music and sound P.6 – Commenting on Set and Props / Lighting (types of lighting included) P.7 – Creating Live Theatre Notes / Sample question P.8 – How to structure Live Theatre answer / Model Answer annotated / Annotate yourself P.11 – Sentence Starters P.12 – Mock Questions P.13 – Planning out your answer P.14 – Accidental Death – Page to Stage P.15 – Facts about; the play / Dario Fo / Social, Historical and Political context P.17 – Structure of the play / Themes of the play P.18 – Style of the play / Setting of the play P.19 – Satire / What is Political Satire P.20 – Dario Fo’s Satirical conventions / Direct Address / Universal Humour / Clowning P.21 – Influence of Commedia Dell Arte P.22 – Character Breakdown – Commedia Influence P.25 – The Exam – Answering the question on acting P.26 – Short Answer Example using Entrances and Exits P.27 – Answering question on design P.29 – Sample exam answer P.30 – Commentary / Feedback P.31 – Writing Frames for ADOAA – Acting P.32 – Writing Frame for ADOAA – Design P.33 – Antigone P.34 – Setting & Genre / Overall Message / Plot of the play / Themes / Key take aways / Importance P.35 – Contextual Understanding P.36 – The playwrights’ intentions / Play in today’s context P.37 – Characters & Relationships P.39 – Original Production P.41 – Key Moments P.46 – Brecht & techniques P.48 – Brechtian Antigone P.50 – Writing frame P.51 - Example

A booklet to help and structure Component 1 exam. HOW TO DEVISE AND THE DEVISING PROCESS Includes; Breakdown of the exam criteria for performance and portfolio Drama Vocab and knowledge with definitions Information on Practitioners and their techniques (Stan, Brecht and Artaud) How to devise How to choose a stimulus Space to write down ideas How to research your chosen stimulus How research will help develop your performance Deciding on aims and intentions Writing a statement of dramatic intent How to develop your research through games Character development exercises Dramatic techniques to help develop your piece How to choose the style of the piece Choosing the genre of your piece Structuring your performance Planning out a rehearsal schedule Record, write, note, record Writing a full script Preparing for your performance Sound and lighting cues HOW TO WRITE THE PORTFOLIO Includes; Portfolio log Top Tips Portfolio questions What is required for each question and breakdown Sentence Starters

A booklet on how to answer the GCSE Edexcel live theatre question based on the National Theatre Frankenstein production. Contains: What is live theatre? Notes The questions Creative team Core cast list Short Plot Summary of Set, Costume, Lighting and Sound Detailed analysis of 3 key moments with break downs of performance, set, lighting sound and costumes. With pictures and a space for students to annotate How to answer the questions with breakdown with writing frames and examples Space for students to write their own notes when watching the performance

Writing frames and answers for Edexcel Drama GCSE exam

EDEXCEL Exam board 46 Page document; Breakdown of themes Breakdown of design elements Breakdown of historical context Breakdown of characters Practise questions How to answer the questions

32 Mock Exam Questions for GCSE Edexcel DNA paper. Ai, Aii, Bi, Bii, C These mock questions allow students to explore the whole script, covering all questions and elements.

12 weeks worth of lessons looking into the play Game Over by Mark Wheeller and then moving onto Theatre in Education (TIE) and how to create a TIE performance. PowerPoint and Scheme of Learning document. Every lesson has a MUST, SHOULD and COULD. Assessment lesson included. Differentiated questioning Lesson 1: To be able to explore the opening scene of the play and discuss context of the play. Lesson 2: To be able to explore section 2 of the script Lesson 3: To be able toe explore section 3 of the script Lesson 4: To be able to explore section 4 and 5 of the script Lesson 5: To be able to explore section 6 of the script Lesson 6: To be able to explore section 7 and 8 of the script Lesson 7: Introduction to Theatre in Education Lesson 8: To be able to start to create a TIE performance Lesson 9: To be able to create the middle section of my TIE performance Lesson 10: To be able to create the ending of my TIE performance Assessment Prep Lesson 11: Assessment Lesson Lesson 12: Reflection Lesson