This is a simple explanation and interpretation of historical events. It uses basic drama techniques and explores bullying.

Some lesson ideas for colleagues from Whitworks. Please adapt for your students to celebrate black history month. The resources use literacy and historical skills. It may also fit the needs of PSHE and Citizenship.

These lesson ideas and resources use Tudor portraits and a play script to explore the relationship between ambitious Bess, Countess of Shrewsbury and her royal grand daughter, Arbella Stuart. It encourages speaking, listening and lots of ways to analyse a script.

This is a World War 1 Heritage Lottery funded resource using national and local research. It includes real documents and cases from WW1 in Derbyshire. Students and; teachers loved the active approach.

“Nell’s Story” is a RSHE resource exploring sexual exploitation to be used within a spiral curriculum. The use of WW2 diaries written by a teenage girl and the letters written to her by a sailor in the Royal Navy gives the students the safety through distancing and perspective. “Even in World War 2 things like this happened.” Year 9 Girl, Swanwick Hall School Students enjoy the fact that the story is true. “I did enjoy looking at a true story as it makes it much more exciting and interesting knowing that everything we’re reading happened at some point.” Year 9 Boy, Highfield School There are different forms of child sexual exploitation and sexual exploitation. Nell is not a typical victim, which makes her story an even more important one to share. In particular, “Nell’s Story” allows us to reflect on the aspects of her life that built her resilience as well as those factors that made her vulnerable. The Scheme of Work supports the English curriculum and complements the KS3 History curriculum. “The story is engaging and intriguing. It has overlaps with other school subjects. It is a primary source which provides a literacy-based resource.” Claire Nulty, PSHE Leader Swanwick Hall School This cross-curricular approach to teaching is supported by the new statutory guidance for Relationships and Sex Education (RSE) and Health Education, as stated in paragraph 104: ‘Relationships Education, RSE and Health Education complements several national curriculum subjects. Where schools are teaching the national curriculum, they should look for opportunities to draw links between the subjects and integrate teaching where appropriate.’ (2019)

Using active learning and critical thinking activities the 6 lessons cover issues such as sexuality, gender, identity etc. A resource described by a teacher in training: "Completely new educational resource that is relevant and has lots of areas that can be used within the setting I work in. " Written by Gertie Whitfield, the 6 lessons are designed for you to adapt or select ideas for most effective use in your school community. It is based on historical sources varying from local stories to international stories. Using history for RSHE has proved to be highly effective distancing tool to tackle sensitive issues. The history has been designed to be diverse and relevant. Teacher at training said they had learnt: “The value of using real historical characters to make discussions around gender identity/sexuality more engaging.” Year 10 student in the trial said:“Active learning helps me remember and understand things easier. This resource is a collaboration between: • Gertie Whitfield – creative historian, resource writer and RSHE specialist and trainer. • Professor Julia Hirst (SHU) - sexualities, sexual health and gender, relationships and sexualities education. • Professor Alison Twells (SHU) – history of religious cultures, gender, class and imperialism/transnationalism. • Cuan Jacques – Assistant Head in charge of PD

Based on historical sources and using active learning and critical thinking activities the lessons cover issues such as sexuality, identity, mental health, desire, equality etc. Teacher at training said: “Using real historical elements to promote discussion, and show students current issues and topics have been on going for a really long time.” Written by Gertie Whitfield, the 6 lessons are designed for you to adapt or select ideas for most effective use in your school community. It is based on historical sources varying from local stories to international stories. Using history for PSHE has proved to be highly effective distancing tool to tackle sensitive issues. The history has been designed to be diverse and relevant. "Completely new educational resource that is relevant and has lots of areas that can be used within the setting I work in. " said by a teacher at training. This builds on Part 1 which is also available but can be used on its own. A Year 10 student in the trial said: “Active learning helps me remember and understand things easier. This resource is a collaboration between: • Gertie Whitfield – creative historian, resource writer and RSHE specialist and trainer. • Professor Julia Hirst (SHU) - sexualities, sexual health and gender, relationships and sexualities education. • Professor Alison Twells (SHU) – history of religious cultures, gender, class and imperialism/transnationalism. • Cuan Jacques – Assistant Head in charge of PD

This challenging Heritage Lottery funded active learning scheme of work is based on national and local research into conscription and conscientious objection in World War 1. It stimulates critical thinking, inference, discussion and writing. Teachers involved preferred to describe it as an English and PSHE resource on the subject of WW1.

“The Happy Human” meets all the requirements of the AQA Devising module and lead to some extremely high achievement in the trial group as evidenced: “The whole ambition of the unit of work was incredibly high and it pushed and challenged our students to create some really thought provoking and interesting work. The standard of performances was very strong – as the group themselves are not especially high achieving or academic. The group of boys, in particular, who devised a piece about a secret homosexual relationship between two footballers, were incredibly brave to develop something quite sweet, tender and even beautiful in places that could very easily have opened them up to abuse or name calling. That this story came from them and that they were comfortable and empowered to do this is testament to the power of the resources” Cuan Jacques, Head of Drama, Springwell Community School Working on the traverse throughout the students are introduced to the diverse stories of sexuality, gender and identity from the past. Using real agony aunt letters from the 1980s, a song from “Kinky Boots” and Romeo and Juliet, students use a variety of techniques to explore the challenging themes and the prejudice and expectations that often accompany them. The set of source material that Gertie worked with was a suitcase given to Professor Julia Hirst (Sheffield Hallam University) by the nephew of the man it had belonged to. The hidden suitcase had been found under the bed of an Oxford don after he had died. It contained: • academic texts from 1960s to the 1980s on drag, cross dressing and transvestism; • British and American transvestite or cross dressing magazines from the 1980s and 1990s; • and some church organ music. Gertie shared the ideas with Cuan Jacques, Drama and PSHE teacher at Springwell Community School in Staveley, Derbyshire and they both became enthused by the possibilities of a GCSE drama resource and collaborated to produce this resource. “The stimulus provided and activities suggested were superb. The pictures from history are still some of my favourite ever stimuli for discussion and debate – but I do think they are perfect for Drama in exploring histories and inspiring storytelling. Cuan Jacques, Head of Drama, Springwell Community School

Fascinating scripts using a variety of dramatic techniques, written from the point of view of young people and children are based on research and true stories. The five plays are: Aliens? - A play exploring the story of Winifred Burnet trying to help her friend who falls victim to the Sheffield anti-German riots in May 1915. The play also reflects the status of women at the time of World War I. Ernest - A play telling the story of a young man called Ernest Misson and his family across the whole of World War I. It explores the impact of his father’s service during World War I and subsequent injury. Heroes? - A play that tells the story of Arnold Loosemore who was awarded the Victoria Cross, from the point of view of his son after the war. Buck Up! - A play about Painted Fabrics and organisation set up after World War I in Sheffield to enable disabled servicemen to work. It is written from the point of view of the children that grew up there and in particular tells the story of Arthur Fisher and his family. Daisies on the Cross tells the story of 4 forgotten young women killed in a munitions accident at Langwith from the point of view of their younger brother and sisters.

Free Recovery Curriculum resource commissioned by University of Nottingham. Based on an original short play “Daisies on a Cross”, the resource has been written so that it can be delivered in the new Covid19 restricted classrooms. The resource explores remembrance, trauma and resilience through its exploration of surviving the war, Spanish Flu and its losses in a positive way. The resource allows students to express their own feelings about their own recent experiences safely through the history. The resource explores the history of gender inequalities and the practical implications of this are demonstrated in the play.

English, History, PSHE and British Values are all contained in this Introduction to School Life during WW1 scheme of work. The resource explores school life, illness, farming and Empire. Using an archive of school logbook entries collected through Whitworks Adventures in Theatre’s HLF projects with schools and their communities, this resource gives a glimpse into the lives of Derbyshire school children during World War 1. A play text is included and there are language analysis and writing opportunities. It provides both written and discussion opportunities. The discussion takes place in pairs and for the whole class. The use of History enables distancing and therefore safety when discussing sensitive issues such as Empire. The “Introduction to Empire through Empire Day” offers an opportunity to develop further lessons about Empire. Increasingly it is being considered important that students and the British population understand the Empire and its impact on life here and in the colonies. The “Introduction to Empire through Empire Day” touches on PSHE, RSHE and British Values. It is an opportunity to develop further lessons about identity and racism. The resource has been written so that it can be delivered in Covid19 restricted classrooms if required. It will however work beyond this crisis. The University of Nottingham’s Centre for Hidden Histories commissioned this primary scheme of work during Autumn 2020 from Gertie Whitfield of Whitworks Adventures in Theatre. The Centre for Hidden Histories exists to deepen public understanding of the many unremarked aspects of the Great War or, as it is known now, World War 1.

Free Recovery Curriculum resource commissioned by University of Nottingham. Based on an original short play “Daisies on a Cross”, the resource has been written so that it can be delivered in the new Covid19 restricted classrooms. The resource explores remembrance, trauma and resilience through its exploration of surviving the war, Spanish Flu and its losses in a positive way. The resource allows students to express their own feelings about their own recent experiences safely through the history. The resource explores the history of gender inequalities and the practical implications of this are demonstrated in the play.

An English and Citizenship Resource that explores the “less known” History of “aliens”- families of German heritage in Britain for example. A year 6 teacher said: “This project effectively provides opportunities for cross-curricular links creating a stimulus to captivate children and produce high level writing. Through examining World War 1 documents, children were exposed to challenging language which stretched and broadened their vocabulary. This was reflected in extended writing opportunities that were successfully completed after each session.” It is a truly national resource using primary sources from across the country. Commissioned by Sheffield Hallam University the resource has been successfully trialled in many classrooms for the last 5 years.

History, Citzenship, RSHE, British Values and English are all contained in this Introduction to Empire during WW1 activities. The use of History enables distancing and therefore safety when discussing sensitive issues such as Empire. The “Introduction to Empire through Empire Day” offers an opportunity to develop further lessons about Empire. Increasingly it is being considered important that students and the British population understand the Empire and its impact on life here and in the colonies. The introduction to Empire through Empire Day touches on Citizenship, RSHE and British Values. It is an opportunity to develop further lessons about identity and racism. It is an English resource. There are language analysis and writing opportunities. It provides both written and discussion opportunities. The discussion takes place in pairs and for the whole class. The resource has been written so that it can be delivered in Covid19 restricted classrooms if required. It will however work beyond this crisis. The University of Nottingham’s Centre for Hidden Histories commissioned a primary scheme of work during Autumn 2020 from Gertie Whitfield of Whitworks Adventures in Theatre which includes this section which was identified as standing alone. The Centre for Hidden Histories exists to deepen public understanding of the many unremarked aspects of the Great War or, as it is known now, World War 1.

“The Lady Who Dared” is an active learning resource covering Citizenship, English, History and RSHE. It explores the issues and history of women’s rights, equality and the right to vote. Students will have the opportunity: • to debate • to form and justify their own opinions • to write in many formats • to experience a verbatim theatre script • to reflect actively through collective voice on their learning • to gain an understanding of the life of ordinary people just before WW1 • to start to understand issues of gender equality • to gain an understanding of the fight for suffrage in Britain and the importance of voting • to understand Britain’s parliament today Year 6 teacher says: "The children have enjoyed many aspects of the project, but especially the opportunity to work as real historians, analysing primary sources of evidence to formulate opinions and answer questions. They have been shocked, amazed and inspired at different points in Miss Outram’s story; wondered at her courage and resilience despite the obstacles she faced and marvelled at her steadfastness. “The Lady Who Dared” has given our children a new appreciation for ordinary people who have made, and continue to make, a difference in our everyday lives. "

Script tackling environmental issues using stories within stories - a technique loved by the Year 5s and 6s who were consulted during the process. Vivid characters, comedy, allegory and sensitive issues. Paul Whitfield has used his two decades of experience to write a vibrant script. This is an interesting addition to these resources, but contact whitworksait@gmail.com if you want performance rights. Script made possible with Arts Council funding.

In 2015 the Heritage Lottery Fund funded Whitworks Adventures in Theatre to work with five schools in Sheffield to research home front stories of World War I. Part of the bid included creating plays from the research which were going to be central to an English Education Resource and Celebration Event held in June 2017. The four plays are: 1. Aliens? - A play exploring the story of Winifred Burnet trying to help her friend who falls victim to the Sheffield anti-German riots in May 1915. The play also reflects the status of women at the time of World War I and the research done by one of the schools on entertainment. 2. Ernest - A play telling the story of a young man called Ernest Misson and his family across the whole of World War I. It explores the impact of his father’s service during World War I and subsequent injury. 3. Heroes? - A play that tells the story of Arnold Loosemore who was awarded the Victoria Cross, from the point of view of his son after the war. 4. Buck Up! - A play about Painted Fabrics and organisation set up after World War I in Sheffield to enable disabled servicemen to work. It is written from the point of view of the children that grew up there and in particular tells the story of Arthur Fisher and his family. The Year5/6 children involved in the project were both consulted on the content & form of the plays. They also performed them with great enthusiasm at the end of the project. This English resource has been designed so the understanding of various concepts build across the 4 plays. Any selections or adaptions need to bear this in mind. The Sheffield Stories and plays generated from World War I research are merely the content as any other piece of literature may be. Activities have clear learning associated with the year 5/6 English National Curriculum Programme of Study. The learning, understanding and skills builds across the four plays. There are tasks involving character, exploration of themes etc. Writing opportunities have been suggested throughout. The resource encourages collaborative learning and speaking and listening. The nature of the content also facilitates the study of World War 1.