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by Les Enfants Terribles

9 Daily Revision Reminders To Motivate Your Students

Use these daily reminders to motivate your students’ revision. You’ll find three for your GCSE students, three for your A-Level students and then three more for all students.

You can download each one as an image or copy & paste the text below.

For more guides and templates to help your students’ revision – take a look at the links below:

Drama Revision Guides: Technical Design (Lighting & Sound)

Drama Revision Guides: Performance

Drama Revision Guides: Costume Design, Makeup & Hair

GCSE Drama Revision Guides: Design (Set Design, Lighting, Audio/Visual & Sound)

GCSE Drama Revision Guides: Design (Costume, Makeup & Hair)

GCSE Drama Revision Guides: Character

All Students #1

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Hi Team,

Pick ONE thing today that scares you about the Drama exam and write it in a draft email. Don’t send it yet! Then dedicate 15 minutes to finding an answer or solution or practice opportunity to help demystify or clarify that thing. Then, revise something else, another subject even! Come back to it at lunch time and spend 15 more minutes practising it again. And tonight, before you finish work for the day, ask yourself if it’s still as scary as it seemed this morning? And if so, email it to me! I’ll compile a list and share it back with everyone – perhaps something that is easy to you is scary to someone else and you can help each other!

All Students #2

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Hi Team,

Today we’re tackling the worst bits! Pick the question you least enjoy answering. Write down 3 pieces of advice to someone in the year below you, to help them answer it. Now… take your own advice and write a practice answer under timed conditions!

All Students #3

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Hi Team,

Today I want you to look over an essay you wrote earlier in the year. Look at the feedback I gave you and consider how your knowledge has evolved since you wrote it and list 3 things you’d include if you were re-writing it now. Then take the same question, but change the extract or design role and write a new essay, under timed conditions, making sure it’s better than your original writing to reflect everything you’ve learned since then.

GCSE Students #1

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Hi Team,

Take 10 minutes. Choose 1 character from our set text. Write 5 adjectives you’d use to describe them, and next to the adjective, give an example of how you’d use a vocal skill and a physical skill to communicate this trait to the audience.

GCSE Students #2

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Hi Team,

First thing this morning, set a timer for 5 minutes to write down every piece of Drama- specific terminology that you can remember. Fold the paper over. At lunch time, take 5 minutes to do it again, without looking at what you wrote this morning. Before dinner, same again. Then unfold the paper and see how many words appear once, twice or three times. Are there any areas of the spec that aren’t represented on your page? Tomorrow, set yourself 15 minutes to revise that area of the course.

GCSE Students #3

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Hi Team,

Time to zoom in our focus on Live Production Analysis. Make a grid with nine squares and fill each square with a key moment you remember from our live production visit. Then pack each square full of as much AO3 terminology as you can to describe that key moment. Use your knowledge organisers for terminology to ensure you’ve got as many examples as you can in each square. Tomorrow – write a timed paper using as many examples from this grid as you can! (But don’t look at the grid while writing the essay – test your memory!)

A-Level Students #1

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Hi Team,

Take 15 minutes. Draw and annotate a ground plan for one of your set texts for an in-the-round staging. Make sure your annotations balance AO3 and AO4 equally! (AO3: what you’d build using design terminology; AO4: what impact you want it to have on the audience and why it matters for the audience to think/feel this way about it)

A-Level Students #2

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Hi Team,

Pick a 2 page extract from one of our set texts. Spend 10 minutes listing:

3 elements of context which are present in the scene

2 key moments within the extract and why they impact the audience.

2 directing approaches you could use and how you’d use them

3 pieces of lighting equipment you’d use to create atmosphere in this extract and how they’d be used

3 adjectives to describe the most appropriate soundscape for this scene

Choose one character and describe their costume/hair/makeup making sure to give detail about the colours, textures, shapes and scale you’d use.

A-Level Students #3

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Hi Team,

Make a pros and cons list for recontextualising one of our set texts. Develop arguments for and against changing the context to reflect a contemporary audience’s understanding of the key themes and justify both approaches using AO4 terminology. Underneath this list, write a paragraph outlining the differences you’d implement for both versions of the production in terms of:

Set design

Costume Design

Lighting and Sound Design

Directing approach

Performance approach

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