Resources
First stage production of Mind the Gap,Spring 2004. Photographs by Robert Workman
Mind the Gap was originally developed in partnership with the European Dana Alliance for the Brain and supported by the Wellcome Trust and Central YMCA.
The materials are designed to complement the science curriculum for 11–16 year olds (key stages 3 and 4), but can be used as revision or extension activities with other key stages.
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Preparatory Lessons
Suggested preparatory lessons to be used to prepare students prior to the performance.
preparatory lessons
preparatory lessons
Discussion Triggers
These are discussion triggers designed to be used after watching the play Mind the Gap to explore the issues raised in the play.
Discussion Trigger 1: Understanding panic attacks
Discussion Trigger 2: The pursuit of biohappiness
Discussion Trigger 3: Altering our brains
Discussion Trigger 4: Normality
Discussion Trigger 5: Remembering
Discussion Trigger 6: Forgetting
Discussion Trigger 7: Brain scanners
Discussion Trigger 8: Understanding Alzheimer’s
Discussion Trigger 9: Addiction
discussion triggers
Discussion Trigger 1: Understanding panic attacks
Discussion Trigger 2: The pursuit of biohappiness
Discussion Trigger 3: Altering our brains
Discussion Trigger 4: Normality
Discussion Trigger 5: Remembering
Discussion Trigger 6: Forgetting
Discussion Trigger 7: Brain scanners
Discussion Trigger 8: Understanding Alzheimer’s
Discussion Trigger 9: Addiction
discussion triggers
Lesson 1:Science
Lesson 1: Science
Understanding the brain activity sheet 1
Understanding the brain activity sheet 2
Objectives
To show the complexity of the brain.
To demonstrate the complexity of the brain’s structure and function.
How Science Works
4b: consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions.
AQA
10.8: Societal aspects of scientific evidence
The uses of science and technology developments can raise ethical, social, economic and environmental issues.;
10.9: Limitations of scientific evidence.
Edexcel - How Science Works
The collection and analysis of scientific data
Twenty First Century
Module B2: Keeping Healthy;
Making decisions about science and technology (Idea about Science). Personal and social decisions require an understanding of the science involved but also knowledge and values beyond science. In this module, students consider particular ethical issues arising in modern medicine, for example the right of individual choice versus social policy, illustrated through vaccination policy.
AO1 Knowledge and understanding
Demonstrate understanding of the power and limitations of scientific ideas and factors affecting how these ideas develop;
Draw on existing knowledge to show understanding of the benefits and drawbacks of applications of science.
lesson 1 Science
Lesson 2:Science Project
Lesson 2: Science project
Understanding impulses activity sheet 1
Understanding impulses activity sheet 2
Objectives
To show that the building blocks of the nervous system are specialised cells called neurones.
To show that messages are transmitted in the nervous system as electrical impulses.
To show that messages between nerves are transmitted as chemical neurotransmitters.
To relate the physical structure of the neurones to their function.
How Science Works
- 4b: consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions
AQA
- 10.8: Societal aspects of scientific evidence
The uses of science and technology developments can raise ethical, social, economic and environmental issues.
- 10.9: Limitations of scientific evidence
Twenty First Century
Module B1: You and your genes
Module B3: Life on Earth
AO1 Knowledge and understanding
- Demonstrate understanding of the power and limitations of scientific ideas and factors affecting how these ideas develop
- Draw on existing knowledge to show understanding of the benefits and drawbacks of applications of science
QCA
The ways in which organisms function are related to the genes in
their cells
Chemical and electrical signals enable body systems to respond to internal
and external changes, in order to maintain the body in an optimal state
Human health is affected by a range of environmental and inherited factors, by the use and misuse of drugs and by medical treatments
lesson 2 science project
Understanding impulses activity sheet 1
Understanding impulses activity sheet 2
Objectives
To show that the building blocks of the nervous system are specialised cells called neurones.
To show that messages are transmitted in the nervous system as electrical impulses.
To show that messages between nerves are transmitted as chemical neurotransmitters.
To relate the physical structure of the neurones to their function.
How Science Works
- 4b: consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions
AQA
- 10.8: Societal aspects of scientific evidence
The uses of science and technology developments can raise ethical, social, economic and environmental issues.
- 10.9: Limitations of scientific evidence
Twenty First Century
Module B1: You and your genes
Module B3: Life on Earth
AO1 Knowledge and understanding
- Demonstrate understanding of the power and limitations of scientific ideas and factors affecting how these ideas develop
- Draw on existing knowledge to show understanding of the benefits and drawbacks of applications of science
QCA
The ways in which organisms function are related to the genes in
their cells
Chemical and electrical signals enable body systems to respond to internal
and external changes, in order to maintain the body in an optimal state
Human health is affected by a range of environmental and inherited factors, by the use and misuse of drugs and by medical treatments
lesson 2 science project
Lesson 3: Alzheimer's and Memory Project
Lesson 3: Alzheimer’s and Memory Project
Objectives
To enable students to gain an understanding of what role research plays in the development of science.
To enable students to gain insight and knowledge of the issues surrounding Alzheimer’s disease and memory.
How Science Works
- 4b: consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions.
AQA
- 10.8: Societal aspects of scientific evidence
The uses of science and technology developments can raise ethical, social, economic and environmental issues.;
- 10.9: Limitations of scientific evidence.
Twenty First Century
- Module B2: Keeping Healthy;
- Making decisions about science and technology (Idea about Science). Personal and social decisions require an understanding of the science involved but also knowledge and values beyond science. In this module, students consider particular ethical issues arising in modern medicine, for example the right of individual choice versus social policy, illustrated through vaccination policy.
AO1 Knowledge and understanding
- Demonstrate understanding of the power and limitations of scientific ideas and factors affecting how these ideas develop;
- Draw on existing knowledge to show understanding of the benefits and drawbacks of applications of science.
lesson 3 Alzheimer's and memory project
Objectives
To enable students to gain an understanding of what role research plays in the development of science.
To enable students to gain insight and knowledge of the issues surrounding Alzheimer’s disease and memory.
How Science Works
- 4b: consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions.
AQA
- 10.8: Societal aspects of scientific evidence
The uses of science and technology developments can raise ethical, social, economic and environmental issues.;
- 10.9: Limitations of scientific evidence.
Twenty First Century
- Module B2: Keeping Healthy;
- Making decisions about science and technology (Idea about Science). Personal and social decisions require an understanding of the science involved but also knowledge and values beyond science. In this module, students consider particular ethical issues arising in modern medicine, for example the right of individual choice versus social policy, illustrated through vaccination policy.
AO1 Knowledge and understanding
- Demonstrate understanding of the power and limitations of scientific ideas and factors affecting how these ideas develop;
- Draw on existing knowledge to show understanding of the benefits and drawbacks of applications of science.
lesson 3 Alzheimer's and memory project
Lesson 4: Creative Writing
Lesson 4: Creative Writing
Objectives
To identify examples of subjective and objective language.
To understand the effect of bias in written communication.
To explore different modes of communicating one idea.
To write persuasively.
QCA GCSE Criteria: 3.1
- Focus on extended individual contributions, group discussion and interaction, and drama-focussed activities.
GSCE Specifications (across all boards)
Speaking and Listening:
- Explain, describe;
- Explore, analyse, imagine;
- Discuss, argue, persuade.
Writing:
- Inform, explain, describe;
- Argue, persuade, advise;
- Analyse, review, comment.
Lesson 4 creative writing
Objectives
To identify examples of subjective and objective language.
To understand the effect of bias in written communication.
To explore different modes of communicating one idea.
To write persuasively.
QCA GCSE Criteria: 3.1
- Focus on extended individual contributions, group discussion and interaction, and drama-focussed activities.
GSCE Specifications (across all boards)
Speaking and Listening:
- Explain, describe;
- Explore, analyse, imagine;
- Discuss, argue, persuade.
Writing:
- Inform, explain, describe;
- Argue, persuade, advise;
- Analyse, review, comment.
Lesson 4 creative writing
Lesson 5: Cross Curricular Debate
Lesson 5: Cross Curricular debate
Objectives
To discuss the issues raised in Mind the Gap.
To think about other people’s arguments and explore what helps them for their own opinions.
Cross curricular: Science, Citizenship, English and Drama
Citizenship
Developing Skills of Enquiry and Communication
a: research a topical political, spiritual, moral, social or cultural issue
b: express, justify and defend a personal opinion
c: contribute to group and exploratory class discussions and take part in formal debate
Drama AQA:
8.1: Group 2: unscripted work - Theatre In Education presentation;
10.3: Response to live productions seen during the course.
English
GSCE Specifications (across all boards)
Speaking and Listening:
- Explain, describe;
- Explore, analyse, imagine;
- Discuss, argue, persuade.
How Science Works
- 4b: consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions.
AQA
- 10.8: Societal aspects of scientific evidence
The uses of science and technology developments can raise ethical, social, economic and environmental issues.
Twenty First Century
- Making decisions about science and technology (Idea about Science). Personal and social decisions require an understanding of the science involved but also knowledge and values beyond science. In this module, students consider particular ethical issues arising in modern medicine, for example the right of individual choice versus social policy, illustrated through vaccination policy.
AO1 Knowledge and understanding
- Draw on existing knowledge to show understanding of the benefits and drawbacks of applications of science.
lesson 5 cross curricular debate
Objectives
To discuss the issues raised in Mind the Gap.
To think about other people’s arguments and explore what helps them for their own opinions.
Cross curricular: Science, Citizenship, English and Drama
Citizenship
Developing Skills of Enquiry and Communication
a: research a topical political, spiritual, moral, social or cultural issue
b: express, justify and defend a personal opinion
c: contribute to group and exploratory class discussions and take part in formal debate
Drama AQA:
8.1: Group 2: unscripted work - Theatre In Education presentation;
10.3: Response to live productions seen during the course.
English
GSCE Specifications (across all boards)
Speaking and Listening:
- Explain, describe;
- Explore, analyse, imagine;
- Discuss, argue, persuade.
How Science Works
- 4b: consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions.
AQA
- 10.8: Societal aspects of scientific evidence
The uses of science and technology developments can raise ethical, social, economic and environmental issues.
Twenty First Century
- Making decisions about science and technology (Idea about Science). Personal and social decisions require an understanding of the science involved but also knowledge and values beyond science. In this module, students consider particular ethical issues arising in modern medicine, for example the right of individual choice versus social policy, illustrated through vaccination policy.
AO1 Knowledge and understanding
- Draw on existing knowledge to show understanding of the benefits and drawbacks of applications of science.
lesson 5 cross curricular debate
Lesson 6: Citizenship Lesson
Lesson 6: Citizenship Lesson
Objectives
To understand the nature of panic attacks and anxiety.
To engage emotionally with issues that the individual may not have experienced.
To use research to inform dramatic exploration.
To work as a group to explore sensitive issues.
Knowledge and Understanding About Becoming Informed Citizens:
c: the work of parliament, the government and the courts in making and shaping the law;
d: the importance of playing a part in democratic… processes;
f: the opportunities for individuals and voluntary groups to bring about social change.
Developing Skills of Enquiry and Communication:
a: research a topical political, spiritual, moral, social or cultural issue;
b: express, justify and defend a personal opinion;
c: contribute to group and exploratory class discussions and take part in formal debate.
Developing Skills of Participation and Responsible Action:
a: use their imagination to consider other peoples’ experience… critically evaluate views that are not their own;
b: negotiate, decide and take part responsibly in school and community-based activities;
c: reflect on the process of participating.
lesson 6 citizenship
Objectives
To understand the nature of panic attacks and anxiety.
To engage emotionally with issues that the individual may not have experienced.
To use research to inform dramatic exploration.
To work as a group to explore sensitive issues.
Knowledge and Understanding About Becoming Informed Citizens:
c: the work of parliament, the government and the courts in making and shaping the law;
d: the importance of playing a part in democratic… processes;
f: the opportunities for individuals and voluntary groups to bring about social change.
Developing Skills of Enquiry and Communication:
a: research a topical political, spiritual, moral, social or cultural issue;
b: express, justify and defend a personal opinion;
c: contribute to group and exploratory class discussions and take part in formal debate.
Developing Skills of Participation and Responsible Action:
a: use their imagination to consider other peoples’ experience… critically evaluate views that are not their own;
b: negotiate, decide and take part responsibly in school and community-based activities;
c: reflect on the process of participating.
lesson 6 citizenship
Lesson 7: Drama Lessons (Improvisation)
Lesson 7: Drama lessons (Improvisation)
Objectives
To explore and to devise work based on Mind the Gap.
How to create, interpret and communicate a role or character.
To use forum theatre to understand different points of view.
AQA
8.1, Group 2: unscripted work - Theatre In Education presentation;
9.1 Option 1: Devised thematic work (in response to a specific stimulus or theme);
9.3 Option 3: Improvisation (in response to a specific stimulus or theme);
10.3: Response to live productions seen during the course.
Edexcel
Unit 1
- Live theatre performances;
- Newspaper and/or magazine articles;
Unit 2
- Develop and realize ideas in response to the play;
- Understand the social, cultural and historical context of the play.
OCR
Area of study 4: Improvisation
- Using a variety of exercises to develop confidence in improvisation;
- Giving work dramatic integrity so it matches intention;
Area of study 5: Genre, Style and Convention
- Hot-seating;
- Theatre In Education;
- Naturalism.
Lesson 7a: Drama lessons (character exploration)
Objectives
To explore the text and to devise work based on Mind the Gap.
How to create, interpret and communicate a role or character.
Work collaboratively and creatively to achieve shared dramatic intentions.
Drama within its social, cultural and historical context
AQA
8.1, Group 2: unscripted work - Theatre In Education presentation;
9.1 Option 1: Devised thematic work (in response to a specific stimulus or theme);
9.3 Option 3: Improvisation (in response to a specific stimulus or theme);
10.3: Response to live productions seen during the course.
Edexcel
Unit 1
- Live theatre performances;
- Newspaper and/or magazine articles.
Unit 2
- Develop and realize ideas in response to the play;
- Understand the social, cultural and historical context of the play.
OCR
Area of study 4: Improvisation
- Using a variety of exercises to develop confidence in improvisation;
- Giving work dramatic integrity so it matches intention.
Area of study 5: Genre, Style and Convention
- Hot-seating;
- Theatre In Education;
- Naturalism.
lesson 7 drama improvisation
Objectives
To explore and to devise work based on Mind the Gap.
How to create, interpret and communicate a role or character.
To use forum theatre to understand different points of view.
AQA
8.1, Group 2: unscripted work - Theatre In Education presentation;
9.1 Option 1: Devised thematic work (in response to a specific stimulus or theme);
9.3 Option 3: Improvisation (in response to a specific stimulus or theme);
10.3: Response to live productions seen during the course.
Edexcel
Unit 1
- Live theatre performances;
- Newspaper and/or magazine articles;
Unit 2
- Develop and realize ideas in response to the play;
- Understand the social, cultural and historical context of the play.
OCR
Area of study 4: Improvisation
- Using a variety of exercises to develop confidence in improvisation;
- Giving work dramatic integrity so it matches intention;
Area of study 5: Genre, Style and Convention
- Hot-seating;
- Theatre In Education;
- Naturalism.
Lesson 7a: Drama lessons (character exploration)
Objectives
To explore the text and to devise work based on Mind the Gap.
How to create, interpret and communicate a role or character.
Work collaboratively and creatively to achieve shared dramatic intentions.
Drama within its social, cultural and historical context
AQA
8.1, Group 2: unscripted work - Theatre In Education presentation;
9.1 Option 1: Devised thematic work (in response to a specific stimulus or theme);
9.3 Option 3: Improvisation (in response to a specific stimulus or theme);
10.3: Response to live productions seen during the course.
Edexcel
Unit 1
- Live theatre performances;
- Newspaper and/or magazine articles.
Unit 2
- Develop and realize ideas in response to the play;
- Understand the social, cultural and historical context of the play.
OCR
Area of study 4: Improvisation
- Using a variety of exercises to develop confidence in improvisation;
- Giving work dramatic integrity so it matches intention.
Area of study 5: Genre, Style and Convention
- Hot-seating;
- Theatre In Education;
- Naturalism.
lesson 7 drama improvisation
Lesson 7 (a): Drama Lessons (Character Exploration)
Lesson 7a: Drama lessons (character exploration)
Objectives
To explore the text and to devise work based on Mind the Gap.
How to create, interpret and communicate a role or character.
Work collaboratively and creatively to achieve shared dramatic intentions.
Drama within its social, cultural and historical context
AQA
8.1, Group 2: unscripted work - Theatre In Education presentation;
9.1 Option 1: Devised thematic work (in response to a specific stimulus or theme);
9.3 Option 3: Improvisation (in response to a specific stimulus or theme);
10.3: Response to live productions seen during the course.
Edexcel
Unit 1
- Live theatre performances;
- Newspaper and/or magazine articles.
Unit 2
- Develop and realize ideas in response to the play;
- Understand the social, cultural and historical context of the play.
OCR
Area of study 4: Improvisation
- Using a variety of exercises to develop confidence in improvisation;
- Giving work dramatic integrity so it matches intention.
Area of study 5: Genre, Style and Convention
- Hot-seating;
- Theatre In Education;
- Naturalism.
lesson 7a drama character exploration
Objectives
To explore the text and to devise work based on Mind the Gap.
How to create, interpret and communicate a role or character.
Work collaboratively and creatively to achieve shared dramatic intentions.
Drama within its social, cultural and historical context
AQA
8.1, Group 2: unscripted work - Theatre In Education presentation;
9.1 Option 1: Devised thematic work (in response to a specific stimulus or theme);
9.3 Option 3: Improvisation (in response to a specific stimulus or theme);
10.3: Response to live productions seen during the course.
Edexcel
Unit 1
- Live theatre performances;
- Newspaper and/or magazine articles.
Unit 2
- Develop and realize ideas in response to the play;
- Understand the social, cultural and historical context of the play.
OCR
Area of study 4: Improvisation
- Using a variety of exercises to develop confidence in improvisation;
- Giving work dramatic integrity so it matches intention.
Area of study 5: Genre, Style and Convention
- Hot-seating;
- Theatre In Education;
- Naturalism.
lesson 7a drama character exploration