By Judith Johnson

The project has been developed in partnership with the Association of Medical Research Charities (AMRC) and supported by the Medical Research Council (MRC), King’s College London, Action Medical Research and the Department of Health.

How to download the Resources.

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Preparatory Lessons
Suggested preparatory lessons to be used to prepare students prior to the performance.
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Discussion Triggers
The aim of these triggers is to deepen students’ understanding of the issues posed by stem cell research and other issues raised in the play. This is done through the provision of a range of key discussion triggers, stimulated by the characters and the dilemmas that confront them. Each trigger is followed by a short extract from the script, and some ideas for discussion prompts.

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Lesson 1 - First Responses

Suggestions for how you might pick up on the ideas and issues raised by the play and discuss the students’ initial responses. You can select to do one or more from the range offered. They can be used as stand alone exercises or as preparation for one of the other lessons. They use a range of strategies and could be used in a variety of different lessons: e.g. PSHE/ Science/ English/ Drama/ Form Tutor Period etc.

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Lesson 2 - PSHE/Citizenship

This lesson is primarily a PSHE lesson which uses drama techniques.

Aim: To explore and understand the implications of inherited genetic disorders and preimplantation genetic diagnosis.

Objectives:

• To create dramatic representations of situations in which bad/good news is broken.
  
• To understand the personal and social implications of inherited genetic disorders.
  
• To understand the pros and cons of preimplantation genetic diagnosis.

National Curriculum links
CITIZENSHIP/PSHE: KS4 AO2, AO3
ENGLISH (Drama): KS4 AO1,AO2

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Lesson 3 - Science

Aim: To become familiar with the properties, functions and potential therapeutic benefits of stem cells.

Objectives

• To read and respond to information on stem cells.
  
• To differentiate between the various sources of stem cells.
  
• To prepare a proposal for a research project into Huntington's disease.

Curriculum Links
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
GCSE Specifications
AQA: 10.8: Societal aspects of science, 10.9: limitations of scientific evidence
Edexcel: Topic 4: Use, misuse and abuse, Topic 8: Designer Products
Twenty First Century: Module B2: Keeping Healthy

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Lesson 4 - Drama

Aim:To explore how the characters learn and change over the course of the play.

Objectives

• To understand the inter-connection between relationships and views.
  
• To understand that personal views may change in relation to other people and events.
  
• To demonstrate how the characters’ relationships and views change over the course of the play.
  

National Curriculum Links
DRAMA: KS4 AO1, AO2, AO3
CITIZENSHIP: KS4 AO2, AO3

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Lesson 5 - English

Aim: To explore how language is used in media writing about stem cells (reading/listening and writing).

Objectives

• To analyse use of dramatic language.
  
• To discuss the distinction between sensationalist and balanced reporting.
• To compare broadsheet and tabloid styles of journalism.
  To write an article in one of these styles.

National Curriculum Links
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

Reading and Writing: - Inform, explain, describe
- Argue, persuade, advise
- Analyse, review, comment

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Lesson 6 - Religious Studies

Aim
To consider the points of view of major religions towards stem cell research.

Objectives

• To understand the ethical and moral implications of embryonic stem cell research.
  
• To understand the ethical differences between research using tissue and embryonic stem cells.
• To conduct a debate that raises arguments both for and against embryonic stem cell research from the points of view of different religious beliefs.

Curriculum Links
Knowledge, Skills and Understanding
1 e: discuss and evaluate how religious beliefs and teachings inform answers to ultimate questions and ethical issues
1 g: interpret and evaluate a range of sources, texts and authorities, from a variety of contexts

QCA Criteria
2.1i: Identify, investigate and respond to fundamental questions of life raised by religion and human experience, including questions about the meaning and purpose of life.
Key Skills Developed
AO1: recall, select, organise and deploy knowledge
AO2: describe, analyse and explain
AO3: evaluate different responses to…moral issues, using relevant evidence and
argument

GCSE specifications
AQA (B): Module 1 B: Thinking about morality, Module 3 B: Relationships, rights and
responsibilities, Module 4 B: Contemporary Issues

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	For further information about this project, email our Tour Producer David Jackson