Begin to think about:

Status
How can we show in a performance a
character has more power or a higher
status?
What can
you tell
about the
play from
the front
cover?
Lesson One Learning Outcomes
Level Outcome

4
• You will take on the role of one of the characters from scene 1
• You will show a basic understanding of how status/power can be portrayed in a
scene
• You will explain what went well in another group’s performance.

5
• You will take on the role of one of the characters in the devised task . Actors must
include reference to sounds, smells, sights and feelings to give their account of
what happened.
• You will clearly show the status of your character in the scene
• You will explain what went well in another group’s performance, and offer a
suggestion for improvement using some key words.

6
• You will take on the role of one of the characters in the devised task. Actors will
show the link between script and performance. They will focus on facial
expression, vocals and audience awareness to give their account of what
happened.
• Their character status will be very clear throughout the scene. Even considering
how their status can change within the scene.
• You will explain what went well in another group’s performance, using the correct
keywords, and offer ideas for improvement.
Pete: (to Terry) See my frisbee, Humpty? My best frisbee, this is. I’ve
had this frisbee for ages. I love it. Id hate to lose it. Id go mad if I lost
this frisbee. Want to see how it works? (Pete throws the frisbee into the
air. Then he says) …Oh Dear. It got stuck in the pylon. What am I
going to do now?
Stubbs: You’ll have to get it back Pete.
Pete: I know. Only trouble is, I’m scared of heights. Cant stand them. I
get a nosebleed just going tto the top of the stairs.
Stubbs: You’ll have to get somebody to fetch it down for you, then.
Pete: That’s right. Who, though?
(Stubbs points at Terry)
Stubbs: Him! ….. All right Humpty? Up you go. Get Pete’s frisbee back
for him …..Go on. Climb the pylon. Get it back … (Terry stares up at
the pylon) … perhaps you aren’t our mate, then. Perhaps you don’t like
us at all. That means you’re the kind of person who will sneak on us.
(he walks towards Terry)
Terry: Alright, ill get it
Sammy: Don’t Terry
Stubbs: Shut up Sammy.
Sammy: Its dangerous.
Kathy: You wana go up there instead? (there's a pause)
Stubbs: Go on.
(Terry starts to climb the pylon. Egged on by Pete, the members
of the gang start to chant ‘Humpty Dumpty! Over and over again,
and then shout comments up at Terry. Sammy runs forward)
Sammy: Don’t Terry. Come down.
Stubbs: Shurrrup, Sammy, unless you wanna go up there after
him.
(The light flash, Terry hangs dead from the pylon)
 Scene 1 Questions:

1. How do we know Stubbs is the leader of the

gang?
2. What do you think of Sammy?
3. What words could be used to describe the
opening scene?
Has a crime been committed?

Did anyone murder Terry Dumpton?

Was it an accident?
Was it Terry’s own fault?
Your task:
 Roles: Sammy, Stubbs, Pete &
Police Officer

 Devise a short scene telling of

what happened from their point
of view

 Pay attention to how they talk

to the Police Officer and to each
other

 Or to push yourselves further -

devise a scene about what
happens next in the script
Your task:
 Roles: Sammy, Stubbs, Pete &
Police Officer

 Devise a short scene telling of

what happened from their point
of view

 Pay attention to how they talk

to the Police Officer and to each
other

 Or to push yourselves further -

devise a scene about what
happens next in the script
 Lesson 2: Begin to think about:

What are the differences

between mental and physical
bullying?

Lesson Objectives:
• You will consider the events leading up to Terry’s death
• You will know the warning signs of bullying and the different types
of bullying and how bullying has effected Terry
• You will be able to improvise an emotive and realistic character
performance
4 Corners

Look at the signs on the walls.

 Introverted (quiet)
 Don’t want to go to school
 Mood Swings
 Low Self Esteem

Stand next to the sign you think is the most obvious

that someone is being bullied. Discuss with the others
stood near you.
Task 1 Learning Outcomes
Outcome

M • You will use your imagination to create 4 freeze frames that depict the
events that lead up to Terry’s death
• You will use levels, facial expressions and proxemics to show a build up
of Terry being bullied.

D • You will create 4 imaginative freeze frames that depict a range of

events that have led to Terry’s death .
• You will use transitions to piece the freeze frames together and
enhance the build up of tension.

D+ • You will create 4 freeze frames which are highly imaginative and
creative.
• As well as transitions you will reflect on how to enhance the mood of
your performance through thought tracks
 Task 2: Groups of 3
 Improvise a scene of Mrs Dumpton being informed of Terry’s
death
 Discuss possible causes, why he was with the gangs that day,
why it is a possibility they think he may have been bullied

Level 4: Perform a clear role throughout the performance considering appropriate

use of language and emotion being portrayed
Level 5: Consider how the emotions within the performance will change
throughout the course of the conversation
Level 6: Use a variety of techniques within the improvisation to show deeper
insight into the characters situation and motives
SMSC: Respect for others’ feelings, empathy, compassion and integrity in
performance
 I knew there was something wrong. I knew sooner or later
there’d be some kind of trouble. It was the kids at school,
that gang. I bet they are at the back of this. He never tells us
anything about them. He was a quiet boy, very nervous.
That’s why they picked on him I suppose. He seemed scared
of them – terrified. And now they’ve gone and killed him. I
mean my Terry wasn’t that sort of a boy – to go climbing
pylons. He would have only gone up there because they
made him do it

He was often late home from school. I think he came home

the long way round just to avoid those bullies. It started to
affect his behaviour. He started acting all strange. Ever since
we moved into this area we’ve had nothing but trouble. Ever
since Terry went to that school. He changed the first day.
After reading Mrs Dumpton’s
Monologue……

 What do we think of Terry now?

 Answers on a post-it note and place on the

board before leaving
 Lesson 3: Begin to think about:

Flashbacks are used throughout the whole

play. It even begins with a flashback.
Why does the playwright use flashbacks
throughout the play?

Lesson Objectives:

• To introduce to Mr Dumpton’s character

• Suggest Terry’s problems and how all problems contribute to
his mental state
• To form an opinion of Mr and Mrs Dumpton and their impact on
their son
• Understand the playwrights use of flashbacks
Mr Dumpton Hello Terry.
Terry Hello.
Mr Dumpton Good day at school?
Terry All right.
Mr Dumpton What’s that then?
Lesley comes in. She sits on the floor and plays.
What are you doing Lesley?
Lesley Playing.
Mr Dumpton Go and play somewhere else, will you?
Lesley I want to play here.
Mr Dumpton Play quietly then… to Terry …Well, go on?
Terry What?
Mr Dumpton You were going to tell me what you were doing at school today.
Terry Just the same old stuff, Maths, English, Drama of course.
Mr Dumpton Did you do any PE?
Terry Yes, we did PE.
Mr Dumpton Anything else?
Terry Art, we had Art.
Mr Dumpton Enjoy it?
Terry It was alright.
Mr Dumpton Good… Your good at reading aren’t you?
Terry Yes, why?
Mr Dumpton Read this letter for me, will you?
 Terry Can’t you read it yourself?
Mr Dumpton I want you to read it.
He gives Terry the letter.
Read it.
Terry takes the letter and read it.
Read it alright?
Terry nods.
So what you’ve been telling me has all been a pack of lies. Hasn’t it
Terry? You haven’t been at school at all. In fact you haven’t been to
school this week. That’s right, isn’t it? Tell me Terry.

Terry Yes
Mr Yes. And now I’ve got to go and see your headmistress tomorrow.
Dumpton
He takes the letter from Terry and reads it.
“I would be very grateful if you would come up to the school and
discuss this serious problem with me.” A serious problem, that’s what
it is, Terry. It is serious. And I want to know about it.
There is a pause.
Why haven’t you been to school?
There is another pause.
Look, my lad. I don’t intend being made a fool of by that
Headmistress. I want to know why you’ve been playing truant. I want
a few answers from you. It’s time you started giving me answers. If
you don’t, I’ll give you something to think about.
 Mr Dumpton raises his hand to Terry.
Lesley ‘Humpty Dumpty sat on a wall…
Humpty Dumpty had a great fall…’
Mr Dumpton Lesley!
Lesley ‘All the kings horse
And all the kings men
Couldn’t put Humpty…’
Terry Will you shut up singing that?
Lesley No.
Terry You’d better or I’ll smack you one.
Lesley Dad! Terry’s going to hit me!
Mr Dumpton Terry, Sit Down! …Lesley – get out, go and play somewhere else, NOW!
Lesley Stands.
Lesley I know something you don’t know.
Mr Dumpton What?
Lesley Humpty Dumpty didn’t fall, he was pushed!
Mr Dumpton Get out!
Lesley exits, crying.
Now, Terry. Let’s try to get to the bottom of this.
Terry There isn’t anything to tell.
Mr Dumpton Yes there is! There must be. You’ve never played truant before. You’ve
always liked being at school.
Terry I don’t anymore.
Mr Dumpton Why not? Is it the teachers? Are they getting on at you?
Terry shakes his head.
Is it the kids?
Terry avoids his dad’s eyes.
The kids, that’s it, isn’t it? Are they getting at you?
Terry After a pause. Yes.
Mr Dumpton Now we’re getting somewhere. What is it? Are they making fun of you?
Are the bullying you?
Terry nods.
Why didn’t you tell us before? Well, never mind, at least we know now.
I’m going down to that school to get it sorted out.
Terry No, you can’t.
Mr Dumpton I can and I will. I’m not having you bullied at school. It’s got to stop. I
want some answers from you. Right, Terry, start talking.
Humpty Dumpty
1. Why do the gang call Terry ‘Humpty Dumpty’?
2. What does it suggest?
3. What are the
connotations?
Task 1
 Devise a short scene between Mr Dumpton and
Terry after the script

Level 4: Take on clear roles throughout the scene which has clear
progression in the storyline. Using appropriate language registers for the
characters
Level 5: Consider how the emotions within the performance will change
throughout the course of the conversation.
Level 6: Use a variety of techniques within the improvisation to show
deeper insight into the characters situation and motives
SMSC: The opportunity to understand human feelings and emotions and
how to interpret them
Task 2: Terry had been stealing from
Mrs Dumpton
 Groups of four

 Roles: Terry, Mrs Dumpton, Mr Dumpton and the role of

Lesley – Terry’s’ younger sister, who is about 6 or 7.

 Devise a short improvisation that shows what happened

when Mrs Dumpton found that £10 had been taken from
her purse.

 Maybe they confront Terry then and there – or maybe his

parents discuss it first and confront him later – or maybe
something else.
Think about...

 Movement
 Body language
 Gesture
 Use of voice
 How they interact
with other characters
 How the audience will
see the scene/the
effect they want to
have.
He was always such a happy child. Quiet, but happy. We’d always got on well
together, as a family. You know, of course, that Mr Dumpton has a police
record. He was inside for a year. It was silly, really. He got mixed up in
something. But he did his time and that’s why we moved to a new area – to put
it all behind us. Only to have all this trouble start with Terry.

Terry never talked to us about it. If he had, none of this would have happened.
I hear him crying a few times as well. In his bedroom at night. But when I went
in to check him, he’d stop and pretend to be asleep. And then there was this
thing about the money – he stole three pounds from my purse. Even when we
asked him about it, he refused to answer any questions.

The final thing was when we had that letter from his school. We knew it was
something to do with the school then, because Terry used to love going to his
old school. You couldn’t keep him away – even when he was ill! We had no
idea until we got that letter telling us he’d been playing truant. We just couldn’t
believe it. We knew we had to say something then.
Mr and Mrs Dumpton

Stand up and find a partner.

Tell them what you feel about these two
characters. When you have shared your
opinions, let the other person tell you theirs.

Be prepared to share your partner’s opinions

with the group.
Begin to think about:

Is it right to interview grieving parents so soon

after such a tragedy? Why / Why not?

Discuss with someone next to you.

Be prepared to feedback.
Lesson 4; Learning Objectives

Students will:

Know what happens in Scene 8 and will meet Mrs

Vickers’ character

Consider the consequences of others’ actions

Be able to make responsible and reasoned

judgements on moral dilemmas and
demonstrate this in performance
Scene 8

What happens?

Think about the situation Terry’s parents were

put in during this scene.
 The Terrible Fate of Humpty Dumpty
Scene 8
Ross Webster Mrs Dumpton?
Mrs Dumpton Yes?
Ross Webster Ross Webster. Weekly News.
Mrs Dumpton Yes?
Ross Webster I’m a reporter. We’ve heard about your… terrible loss… I wondered if you’d like to tell us
anything about it.

Mrs Dumpton No, not really.

Ross Webster Ah. I know this must be a terrible time for you and, believe me, you have my deepest
sympathies. Do you have any idea how this accident happened?

Mrs Dumpton No.

Ross Webster Perhaps then, you could just give me an idea of what happened.
Mrs Dumpton Shouting He’s Dead. What can I say? My son is dead!
Mrs Dumpton exits.
Ross Webster Mrs Dumpton… People have to know the facts Mrs Dumpton. That’s my job. To collect
the facts for the local newspaper. A story like this is big news. Local tragedy. People want
to know about it. The facts and the story behind the facts. People want to know the facts
– you’d want to know if it was someone else’s boy?
Mrs Vickers

 She was a witness to Terry’s death. She was in

her garden at the time, pruning roses. Her
garden looks out onto the wasteland where
the death took place.

• In pairs, devise a short improvisation in which

Mrs Vickers tell Mr Vickers what she has just
witness in the waste ground.
Think about...

 Movement
 Body language
 Gesture
 Use of voice
 How they interact with other characters
 How the audience will see the scene/the
effect they want to have.
Mrs Vickers
Mrs Vickers’ was in a bad situation.
What would you have done in her situation?
 Choose to:
Think about the previous
question, then work in pairs
to direct and act a re-draft of
what Mrs Vickers should
have done in her situation.
OR
In your pairs, devise a short
improvisation in which Ross
from the Weekly News is
interviewing Mrs Vickers to
get her story for his
newspaper article.
Level 4: Take on clear roles
throughout the scene which has
clear progression in the storyline.
Using appropriate body language
and vocal registers for the
characters.
Level 5: Consider the characters
reactions to the situations and their
reason for acting the way they do
Level 6: Use a variety of techniques
within the improvisation to show
deeper insight into the characters
situation
SMSC: Consequence of others’
actions
Reliability
What does this word mean?

Stand up if you think Mrs Vickers is a reliable

witness.
Make sure you can explain your choice.
 In groups of four, hot seat Mrs Dumpton, Ross Webster and Mrs Vickers.

1. From Mrs Dumpton try to find out why she was so angry at Ross Webster.

2. From Ross Webster try to find out why he is trying to find out what
happened to Terry and whether he is really concerned for Mrs Dumpton?

3. From Mrs Vickers try to find out her real motives for talking to Ross
Webster. What kind of a person is she?

Consider:
 Their actions.
 The actions of others.
 What’s been said already
Questions Feelings Learning
 Create a role on the wall for one of the characters we have met from the
play

Outside
the shape,
you Inside the
should shape, you
write should write
what thoughts and
other feelings of the
characters character.
think of
them.
Lesson Objectives

Students will:

 Understand more about Terry’s situation

 Consider how to interweave narration,

flashback, status and hot seating into a
performance

 Be able to evaluate theirs and other groups

performances using key drama words
A police witness statement given by Samual Smallbright.

It was an accident. Sort of. Nobody wanted it to happen. Except Stubbs perhaps.
I wouldn’t put anything past Stubbs. It’s him who started it all. Started having a
go at Terry. I don’t know why, he just started having it in for him. Terry had only
been at school for about a week before he started. He was in my class. I’d spoken
to him a few times. He seemed alright, a bit quiet, shy, nothing else. He was
alright really. Then Stubbs decided to have a go at him. No one knows why. No
one knows how Stubbs’ mind works.

The first time he did it was one day after school. Terry and me has just set off
home from school together, when Stubbs and some of the others came up.

I told Terry that it wouldn’t last long and that it was only because he was new in
the school. I told Terry that Stubbs was alright really. Terry didn’t believe me. He
knew they wouldn’t leave him alone. It was obvious really. Stubbs really had it in
for him. And the others just followed and did what he said – me too I suppose.
Terry never stood up for himself. We never hurt him. We never hit him or
anything. But he never stood up for himself, he always took whatever Stubbs had
to say about him.
Terry did everything Stubbs asked. He stole loads of money from home. I
don’t know how Terry got away with it, but he kept on bringing in more and
more money. Stubbs even got to know about Terry’s Dad being in prison.
Stubbs ripped Terry apart with that one, but Terry just took it. I think that’s
why Stubbs got more and more angry.

I know I should’ve done something, told someone, but they’re my mates. You
can’t tell on mates, can you? Not very nice mates though. I was scared of
Stubbs, we all were. He was a nasty piece of work, bad right through.

That’s why I’m telling you now. I keep seeing Terry, hanging from that pylon. I
have dreams about him. I wake up at night, screaming. It was my fault. I’m to
blame as much as anyone else is. I was there and I never stood up for him.
Using the statement as a stimulus:
 Create a polished piece of theatre which uses a
mixture of narration, status, flashback and
hotseating to show the events of the statement

Level 4: I can stay in role for the entire performance. I can use my
appropriate facial expressions and body language with some attention to
detail when playing a character.
Level 5: I can use the techniques within my performance with confidence
and creativity
Level 6: I can respond well to the prop stimulus offering my own ideas to
group work which demonstrate some creativity and imagination and how
the techniques used will have a specific effect on the audience
SMSC: Thinking through the consequences of actions and making
reasoned judgements on dilemma’s
Fill in the self/peer assessment sheets

Your assessment is in 2 lessons time.

On the bottom of the page set yourself a
personal target to work on over the next 2
lessons
 Target Setting

What three things have you done well this lesson?

What can you improve next lesson?

How will you do this?

 Begin to think about:

How can the news influence an

audience on what is being
reported?

SMSC: a willingness to express differing views on ethical

issues and personal values
Parent-Teacher Relationships

How do you expect the relationship between

parents and teachers to be?
What do you expect to see / hear?
When might they need to speak to each other?
When would a parents want to speak to a
headteacher?
Scene 14

Read through the scene.

Think carefully about what you learn in this

scene.
How does it make you feel?
 The Action takes place in the Headmasters office at Silvertown Secondary School.

Headmaster I’m afraid I haven’t got much time to give you, Mr…
Ross Webster, Ross Webster.
Headmaster Mr Webster. My time is rather precious. However, due to the gravity of this case. I
will spare you a few moments.
Ross I’m very grateful.
Headmaster Any light I can throw on this most tragic accident, I hope will be useful. We are very
upset at this school, even though we hadn’t got to know Terry very well. But we
take the welfare of our students to heart Mr Webster. I’m sure you must realise.
Ross Of course, Terry hadn’t been here long, had he?
Headmaster No. This was his first term. He was quiet boy and didn’t seem to mix very easily.
From what my staff says, I think he had problems settling in the area. We did, of
course, make every effort to help him settle in.
Ross Had he made any friends here?
Headmaster None that we are aware of. He was rather withdrawn. I think he had family
problems; his father had a criminal record.
Ross Yes, I know, but I doubt that that had anything to do with what happened to Terry.
Headmaster Not directly of course. But one does have to look at the whole picture. Terry was
obviously a problem child. A father who’s been in prison, withdrawn, rather
uncooperative. These are all contributing factors I think.
Ross To what?
Headmaster To an accident like this occurring, Mr Webster.
Ross So you don’t think the bullying had anything to do with it?
Headmaster Bullying?
 Ross Yes. Apparently Terry was being bullied here at school
Headmaster Was he?

Ross You are sure about that?

Headmaster I know it doesn’t.
Ross His parents did say that Terry was being bullied almost from the first day he came
here in a statement they made to the police. And an eye-witness saw him with a
gang of suspicious youngsters the day he died.

Headmaster Were they from this school?

Ross I don’t know.
Headmaster Mr Webster, believe me, if any serious bullying had been going on in the lower
school, I would have known about it.
Ross I see… (There is a pause) …another thing. Apparently Terry hadn’t been at school
during the week before the accident happened.
Headmaster That’s right. He had been playing truant. I had to ask his father to come up and
see me.
Ross Wasn’t that on the actual day Terry was killed?
Headmaster Yes, as a matter of fact it was. I did see Mr Dumpton that day. But it was a very
pleasant meeting and Mr Dumpton proved to be most helpful.
Questions Feelings Learning
Lesson 6 Learning Outcomes
Level Outcome

4
• You will take on a role and contribute a question to the whole class in role task.
• You will create a TV news report or radio news report using the information from
the whole class in role interview.
• You will explain what went well in another group’s performance.

5
• You will take on a role and contribute more than 2 questions to the whole class in
role task.
• You will use the conventions of a TV or radio news report to present a new report
of your own which is imaginative and creative.
• You will explain what went well in another group’s performance, and offer a
suggestion for improvement using some key words.

6
• You will take on a role in the whole class in role task using open and investigative
questions that shows a clear link between the script and character in performance.
• You will create a TV or radio news report which is highly creative and imaginative
and takes audience intention into consideration.
• You will explain what went well in another group’s performance, using the correct
keywords, and offer ideas for improvement.
Using your knowledge
from the scenes, on
your twitter slip write a
question that you
would want to ask Mr
Dumpton, Ross or the
Head Teacher
You will be in role with the whole
class as a journalist in a news
conference.
Remember to ask your questions

Consider:
Their actions.
The actions of others.
What’s been said already
Groups of 4

 Create a news report about the interview

 Consider the question from the beginning of

the lesson on the influence of the news has

 What other things happen in the news?

Plenary

 What did we notice about the difference in

the viewpoints presented by our news
reports?
 Begin to think about:

Was Terry Dumpton’s death a

tragic accident?
Lesson 7 Learning Outcomes
Level Outcome

4 • You will be able to present a dream sequence that represents Stubbs’

nightmare
• You will explain what went well in another group’s performance.

5 • You will be able to use non-naturalistic techniques of whispering and

repetition with creativity and imagination to create a dream sequence
which represents Stubbs’ nightmare.
• You will explain what went well in another group’s performance, and
offer a suggestion for improvement using some key words.

6 • You will be able to use a range of non-naturalistic techniques which are

highly creative and imaginative to create an illogical dream sequence
which represent Stubbs’ nightmare
• You will explain what went well in another group’s performance, using
the correct keywords, and offer ideas for improvement.
What happens to Stubbs the night of
the accident?
 Groups of 5/6

 You are to create a nightmare sequence that

uses a range of non-naturalistic techniques