Curriculum Plan for Drama- St. Joseph’s N.S.

Aims and Rational:

We endorse the aims of the Drama Curriculum as articulated in the Revised Curriculum.

Our Vision for Drama in our School.

Drama is vital in order that the creative and aesthetic development and the growth of reasoning in our pupils may be developed using the
elements of drama. Pupils through the making of drama will explore knowledge, ideas and feelings leading to understanding.

The needs of our children in our school

When due account is taken of intrinsic abilities and the varying circumstances in our school , we hope that the Drama curriculum should enable our children
to:
 Enter into the fictional dramatic context
 Communicate and explore drama ideas using the elements of drama
 Make connections within drama and situations and problem solving and its application in practical everyday contexts
 Reason , investigate and hypothesise using the fictional context
 Develop self-esteem , confidence and the skills of co-operation through the making of drama.

Development , Implementation and Review

Time for reviewing the development of this of this policy will be set aside at our staff meeting every second year. The success criteria by which this
policy will be judged include the following;
 Teacher Observation
 Classroom assessment including evaluation of drama activities and feedback from pupils.
 Second level feedback
 Feedback from Inspector
Time
The allocation of times to be spent on the teaching of Drama is 1 hour a week

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Junior/ Senior Infants Drama Plan

Strand: Drama to explore feelings, knowledge and ideas, leading to understanding

Strand Units:
Exploring and Making Drama
 Develop the instinct for make-believe play into Drama
 Develop the ability to play in role as an integral part of the action
 Experience how the use of space and objects can help to create the reality of the make-believe world
 Experience how the fictional past and the desired fictional future influence the present Dramatic action
 Develop awareness of how he/she, as part of a group, helps to maintain focus in the Dramatic action
 Develop awareness of tension in the Drama
Reflecting on Drama
 Develop the ability to reflect on the action as it progresses
 Experience the relationship between story, theme and life experience
 share insights gained while experiencing the Drama
Co-Operating and Communicating in Making Drama
 Develop the ability, out of role, to co-operate and communicate with others in helping to shape the Drama
 Develop, in role, the ability to co-operate and communicate with others in helping to shape the Drama

Teaching Strategies and Methods:

Defining the Space, Still Images, Teacher in Role, Mimed Narration, Whole Group improvisation, Hot seating

Reflecting on the Drama:

Writing, Speaking, Questioning, Listening, Doing, Creating

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DRAMA PLAN JUNIOR INFANTS

TERM 1
SEPTEMBER
STORIES POEMS / RHYMES THEMES OTHER PROMPTS
Hey Diddle Diddle Starting School Photographs
Baa Baa Black Sheep Oral Language Posters
Hickory Dickory Dock Puppets
Twinkle Twinkle
Little Miss Muffet

OCTOBER
STORIES POEMS / RHYMES THEMES OTHER PROMPTS
There was an Old Witch. Hallowe’en Photographs / pictures
Jack and Jill. Autumn Nature Walk
Humpty Dumpty. Oral Language Posters
Autumn Leaves.
CONTENT and OBJECTIVES
1. Drama games to start and end each session.
2. Brainstorm scary / spooky words. Use different voices to illustrate words.
3. Movement. Sudden movement for frightening affect. Move through space without touching anyone in a ghost-like way.
4. Mime and dance to Hallowe’en songs.
 Develop the instinct for make-believe play.
 Develop the ability to play in role as an integral part of the action.
 Experience how objects can help create the reality of the make-believe world.

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NOVEMBER
THEME
Habitats and animal behaviour.
We will follow the exemplar from the teacher’s guidelines.
(See pages 66 - 69)
CONTENT and OBJECTIVES
1. Starting with the warm-up game Little Packets the children move from being little packets to the role of being rabbits.
2. Children explore the use of space in drama by laying out their briar-patch and feeding areas.
3. Discuss previous problems with foxes and their families.
4. Teacher in role as the fox.
5. Conscience alley will allow the children to decide what to do with the fox who has been troubling them.
 Develop the instinct for make-believe play.
 Develop the ability to play in role as an integral part of the action.
 Experience how objects can help create the reality of the make-believe world.
 Develop awareness of tension in the drama.
 Develop the ability to reflect on the drama as it progresses.
 Develop, in role, the ability to co-operate and communicate with others in helping to shape the drama.
 Explore and learn about the relationship between story, theme and life.
 Share insights gained while experiencing the drama.

DECEMBER
STORIES POEMS / RHYMES THEMES
The Nativity Story Christmas poems and rhymes of the teacher’s choice Christmas
Holidays

CONTENT and OBJECTIVES

1. Learn songs in relation to Nativity Play.
2. Discuss location of story and develop empathy for the different characters.
3. Assign roles for the play.
4. Recite the script.
5. Encourage clear diction.

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6. Create a backdrop for the play.
7. Discuss costumes with children.
8. Perform the play if desired for other classes and / or parents.
 Develop the instinct for make-believe play.
 Develop the ability to play in role as an integral part of the action.
 Experience how objects can help create the reality of the make-believe world.
 Develop awareness of tension in the drama.
 Develop the ability to reflect on the drama as it progresses.
 Develop, in role, the ability to co-operate and communicate with others in helping to shape the drama.

TERM 2 –JANUARY
STORIES THEMES
The Three Little Pigs Winter
One Snowy Night by Nick Butterworth
(Use other similar if preferred)

CONTENT and OBJECTIVES

1. Develop empathy with the 3 pigs. Stop at an appropriate part of the story and allow the children to take the role of the pigs. Ask them
how thet are feeling at that point.
2. Teacher in role as the mother of the pigs.
3. Reflect on what the mother and father pig might do differently to stop their pigs leaving home.
4. Teacher in role as the wolf. Children hot seat teacher. Aim to hear a different viewpoint from the wolf.
5. Using real materials and in groups the children will construct their own houses will the rest of the class will test for sturdiness.
6. Children in role as Percy the Park Keeper.
7. Brainstorm words related to cold / winter weather.
8. Children in role as different animals and use mime to express how they feel during the winter months.
9. Tell how it felt to walk in the snow without shoes.
 Develop the instinct for make-believe play.
 Develop the ability to play in role as an integral part of the action.
 Experience how objects can help create the reality of the make-believe world.
 Develop the ability to reflect on the drama as it progresses.
 Develop, in role, the ability to co-operate and communicate with others in helping to shape the drama.
 Explore and learn about the relationship between story, theme and life.
 Share insights gained while experiencing the drama.

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FEBRUARY
THEMES
Small World - Use any familiar settings for example:
In the Supermarket. At the Doctors. On the Farm

CONTENT and OBJECTIVES

1. Children will engage in real-life situations and role-play.
2. Children will decide on roles within each group. They will use limited number of objects to create the small world.
 Develop the instinct for make-believe play.
 Develop the ability to play in role as an integral part of the action.
 Experience how objects can help create the reality of the make-believe world.
 Reflect on the action of other groups and of their own group.
 Develop, in role, the ability to co-operate and communicate with others in helping to shape the drama.

MARCH
STORIES THEMES OTHER PROMPTS
The story of St. Patrick Media Television reports

CONTENT and OBJECTIVES

1. Children observe meteorlogical reports and then present their own report to the class using symbols and other objects.
2. Children in role as interviewer and celebrity. Discuss as a group what questions could be asked. Rest of class may ask questions as part of
an audience.
3. Children in role as Naomh Pádraig. Empathise with Patrick and his friends as they hide from Niall Of the Nine Hostages.
4. Déan dramaíocht bunaithe ar an scéal.
 Develop the instinct for make-believe play.
 Develop the ability to play in role as an integral part of the action.
 Experience how objects can help create the reality of the make-believe world.
 Develop awareness of tension in the drama.
 Develop the ability to reflect on the drama as it progresses.
 Develop, in role, the ability to co-operate and communicate with others in helping to shape the drama.

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TERM 3-APRIL
STORIES- 1 or 2 Irish Legends of your choice.
CONTENT and OBJECTIVES
1. Drama games to start and end each session.
2. Listen to the story being read.
3. Predict what will happen next.
4. Children can role play the particular characters.
 Develop the instinct for make-believe play.
 Develop the ability to play in role as an integral part of the action.
 Experience how objects can help create the reality of the make-believe world.
 Develop awareness of tension in the drama.
 Develop the ability to reflect on the drama as it progresses.
 Develop, in role, the ability to co-operate and communicate with others in helping to shape the drama.

MAY
STORY- Little Red Riding Hood
CONTENT and OBJECTIVES
1. Drama games to start and end each session.
2. Character in role as Little Red Riding Hood.
3. Freeze frame for various parts of the story.
4. Teacher –in Role as the Wolf. Determine using conscience alley whether the wolf will be an evil or a good wolf.
5. Teacher in role as Goldilock’s mammy. Class will ask her questions.
6. Class in role as Goldilocks. Tell how they felt while venturing through the wood.
7. Use story as a fictional lens to discuss feelings.
8. Children re-enact the journey through the wood. Teacher may assist by mapping the journey on the board.
 Develop the instinct for make-believe play.
 Develop the ability to play in role as an integral part of the action.
 Experience how objects can help create the reality of the make-believe world.
 Experience how the fictional past and the desired fictional future influence the present dramatic action.
 Develop awareness of tension in the drama.
 Develop the ability to reflect on the drama as it progresses.
 Develop, in role, the ability to co-operate and communicate with others in helping to shape the drama.

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JUNE
THEMES PROMPTS
Superheroes Photographs and Images.
Dressing Up box with variety of materials.

CONTENT and OBJECTIVES

1. Drama games to start and end each session.
2. In pairs or other small groups the children will choose a character after whole-class discussion about superheroes.
3. Orally decide about special powers the characters might have.
4. Choose a costume from selection of materials.
5. Illustrate what the character might look like using the materials as a prompt.
6. Create a still image of the character. Record images for children to reflect on during another drama session.
 Develop the instinct for make-believe play.
 Develop the ability to play in role as an integral part of the action.
 Experience how objects can help create the reality of the make-believe world.
 Experience how the fictional past and the desired fictional future influence the present dramatic action.
 Develop awareness of tension in the drama.
 Develop the ability to reflect on the drama as it progresses.
 Develop, in role, the ability to co-operate and communicate with others in helping to shape the drama.

Senior Infants Drama

Term 1 Content Method Objectives

September Nursery Rhymes Character-in-role as various characters Develop the instinct for make-believe play into
Exploring and Hey Diddle Diddle from familiar nursery rhymes drama
making drama Humpty Dumpty Group freeze frames and mime from Develop the ability to play in role as an integral
Baa Baa Black Sheep particular scenes in nursery rhyme part of the action
Hickory Dickory Dock Character-in-role to develop imagination Experience how the use of space and objects
Little Miss Muffet and empathy. “How do you feel?” What can help to create the reality of the make
Twinkle Twinkle do you think might happen next?” believe world.

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Brainstorm spooky words
October Halloween Move around a ghosts Develop the ability to reflect on the action as it
Exploring and Songs- [Right Note] Teacher-in-role as a witch and students progresses
making drama There was an old witch ask her questions Develop the ability out of role, to co-operate
Harry’s Theme Student-in-role as a witch and communicate with others in helping to
Witch Witch Mime or dance to Halloween themed shape the drama
music
Use props in the classroom environment
to add to the drama

November Toymaker- Infants Be one of a group of toys in the shop Develop the ability to play in role as an integral
Exploring feelings, Curr Guidelines when the owner comes in to tell them part of the action
knowledge an ideas that he/she will have to sell the shop or Experience how the use of space and objects
sell some toys. can help to create the reality of the make
leading to
The children knowing that the elf has believe world.
understanding always been afraid of the dark and Experience how the fictional past and the
wishing him not to be afraid in the future. desired fictional future influence the present
Offer to help him to visit the lizard, who dramatic action
will cure him. Develop awareness of how he/she as part of
Character-in-role as a character in drama group, helps maintain focus in the dramatic
In role deal with the tension presented in action
the drama Develop awareness of tension
Hot seating- Teacher in role as the
Toymaker

December Nativity Play Learn songs and actions ad script Develop the ability play in role as an integral
Assign roles part of the action
Create an appropriate set and artwork to Experience how the use of space and objects
add to the set and costumes can help to create the reality of the make-
Encourage projection of voice, confidence believe world
and intonation. Develop the ability to reflect on the action as it
Perform play for other classes/ parents progresses
Develop the ability out of role to co-operate and
communicate with others in helping shape the
drama

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Develop the ability play in role as an integral
January Story Develop empathy- Stop at various stages part of the action
The Three Little Pigs in the story- “You are the Little Pig. How Experience how the use of space and objects
do you feel?” can help to create the reality of the make-
Teacher in role as mother of the three believe world
pigs.
Teacher in role as the Wolf
Hot seating- Wolf has to justify his
actions
Conscience Alley
One group to tell the wolf to eat the three
pigs while the other group have to advice
him not to eat them..

“Snow Friends” by Empathy- Speak for the perspective of

Christina Butler and the various characters at different times
Tina Mc Naughton during the story.
Character-in –role- Bear moving through
the countryside in the snow.
Hot seating- teacher- in-role as the
snowman who wants to come to life.
Students advice on what he should do,

February Engage in real-life Answer the phone and take a message

Small World Play situations and role Go into the shop and ask for something
Play A visit to the doctor / hospital
A visit the dentist

March Teacher-in-role to View examples on the interactive board of

MEDIA model media news broadcasts, weather reports,
Presentation entertainment reports
Character-in-role and work with partner
to relay a news broadcast, a weather
report and an entertainment report.

Dramaiocht as IS GADAÍ THÚ Tá tú taobh amuigh den

gaeilge teach. Oscail an fhuinneog SSH!

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April Oisín in Tir na nOg Character-in-role as Oisin
Story Engage in group mime and freeze
frames to convey various parts of the
story
Teacher-in-role as Oisin and partake
in conscience alley to help Oisin
decide whether he should return or
not.
Hot seating- teacher answers
questions and discusses whether Oisin
has made the correct decision.
Character- in- role in Tir na nOg
May Little Red Riding Hood Character-in-role as Little Red Riding
Story Hood
Engage in group mime and freeze
frames to convey various parts of the
story
Teacher-in-role as Wolf and partake
in conscience alley -Whether he
should eat Little Red Riding Hood.
Hot seating- teacher answers
questions as Red Riding Hood and
discusses whether she has made the
correct decision.

June Superheroes In groups create a superhero.

Draw characteristics of superhero
Create a costume
Hot seating- Students in role and
answer questions about their super
hero
Create still images of their super hero
Create a photostory of their work

Integration
Oral language
 Develop cognitive abilities through oral language

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 Develop interest attitudes and ability to think
 Develop emotional and imaginative life through oral language
Gaeilge
 Forbairt teanga trí dramaíocht
HISTORY
 Develop their awareness of time and chronology
 Develop their ability to empathise with characters in stories from the past

Geography
 Develop an awareness of people at working the local community
Music
 Respond imaginatively to pieces of music through music

Art
 Illustrate drama scenes
 Draw what thy think might happen next
 Create a character using materils

First / Second Class Drama Plan

Strand: Drama to explore feelings, knowledge and ideas, leading to understanding

Strand Units:
Exploring and Making Drama
 Use the ability to play at make-believe and to enter fully into participation in Drama
 Use his/her emerging awareness of the differences in people in order to begin to develop an understanding of the
relationship between role and character
 Experience how context is built and a Drama reality created through the use of space and objects
 Experience how the fictional past and the desired fictional future influence the present Dramatic action
 Develop the ability to help maintain the focus in the Dramatic action
 Begin to see how tension adds to Drama the suspense that ensures the interest of the participants
Reflecting on Drama
 Use reflection on a particular dramatic action to create possible alternative courses for the action
 Experience through Drama, the relationship between story, theme and life experience
 Share insights while experiencing the Drama or insights that arise out of the Drama
Co-Operating and Communicating in making Drama
 Develop out of role, the ability to co-operate and communicate with others in helping to shape the Drama
 Develop in role, the ability to co-operate and communicate with others in helping to shape the Drama
 Develop fictional relationships through interaction with the other characters in small-group or whole-class scenes as the
Drama text is being made
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 Re-enact for others in the group a scene that has been made in simultaneous small-group work

Teaching Strategies and Methods:

Defining the Space, Mimed Narration, Teacher in Role, Whole Group Improvisation, Still Images, Thought Tracking, Paired
Improvisation, Improvisation in Threes, Hot Seating

Reflecting on the Drama:

Writing, Speaking, Questioning, Listening, Doing, Creating

First Class
Month Strand Strand Unit Content & Objectives Resources
September To explore feelings, Exploring and Theme: Drama Games to practice skills needed to enter the world of  Keys
knowledge and ideas making drama drama  Chairs
leading to - Keeper of the Keys  Pictures of fruit and animals
understanding Reflecting on - Fruit Salad
drama - Animal Circle
- Pass the Clap
Cooperating and - Conductor of the Orchestra
communicating in - Silly Faces
making drama - Mirror, Mirror
- Name Game

October To explore feelings, Exploring and Theme: The Rainbow Fish  Story: “The Rainbow Fish”
knowledge and ideas making drama - Recall and sequence the story “The Rainbow Fish”  Cloak for teacher in role
leading to - Explore and discuss the lesson to be learned in the story
understanding Reflecting on - Teacher in role: Children interview the Rainbow Fish and
drama question how she feels now and how she felt before she
gave away her scales
Cooperating and - Thought Tracking: Children will think about the events of
communicating in the story and will communicate their thoughts as they are
making drama tapped on the shoulder
- Children in role: Children will be asked to describe how
they felt when she shared her scales
November To explore feelings, Exploring and Theme: Downtown
knowledge and ideas making drama - Explore the people who work in a town and pick one member  Chairs
leading to before getting into character  Pictures of buildings in a town

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understanding Reflecting on - Game: Who am I? State three facts about a character for  Pictures of Christopher
drama class to guess who it is. Columbus and his crew
- Still image: Create a still image based on a character in a  Map of Columbus’ journey
Cooperating and town and class try to guess who it is.
communicating in - Perform a still image of a situation in a town with a group of
making drama three and class discuss the image
December To explore feelings, Exploring and Theme: Nativity Play “The Innkeeper’s Breakfast”  Script of “The Innkeeper’s
knowledge and ideas making drama - Children will learn the lines for the nativity Breakfast”
leading to - Consider the costume that they need for their character  CD player
understanding Reflecting on - Memorise actions to the nativity songs  CD of songs
drama - Perform the play for the school and their families  Costumes
 Star
Cooperating and  Crib
communicating in  Doll for Baby Jesus
making drama  Pictures of the Inn
 Stage in hall
January To explore feelings, Exploring and Theme: Goldilocks and the Three Bears  Story: Goldilocks and the Three
knowledge and ideas making drama - Collective Storytelling: Summarise the story of Goldilocks Bear
leading to and the Three Bears  Hot Seat
understanding Reflecting on - Role on the Wall: Compile all the information we know about  Apology letter
drama Goldilocks  Paper
- Hot Seat: Establish more information through questioning  Markers
Cooperating and Goldilocks
communicating in - Teacher in Role: teacher reads out an apology letter from
making drama Goldilocks the children must decide what punishment she
should get
- Thought Tracking: Explore what children feel about
Goldilocks and her new punishment
February To explore feelings, Exploring and Theme: The True Story of the Three Little Pigs and the Big Bad  Story: The True Story of the
knowledge and ideas making drama Wolf Three Little Pigs and the Big
leading to - Collective Storytelling: Recall the story of True story of Bad Wolf by Liam Farrell
understanding Reflecting on the Three Little Pigs and the Big Bad Wolf  Hat for teacher in roll
drama - Teacher in Role as Mr. Wolf: Children interview the Big Bad  Paper
Wolf to gain more information about his side of the story  Gavel
Cooperating and - Conscience Alley: Children examine both sides of the
communicating in stories. They will comment on the positive and negative
making drama sides Of the stories for both Mr Wolf and the three little
pigs
- Court Room: Children will use a court room as the forum for
discussion to decide which side of the story they believe

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- Newspaper Report: children will construct and write a
newspaper report detailing the outcome of the trial
March To explore feelings, Exploring and Theme: Nursery Rhymes  Nursery Rhyme books
knowledge and ideas making drama - Recall various nursery rhymes  A4 pictures of Nursery rhymes
leading to Reflecting on - Choose a nursery rhyme and sequence the pictures to sequence
understanding drama - Mini dramas: Children will work in groups to re-enact their  Props and pictures for their
chosen nursery rhyme dramas
Cooperating and - Class will recite the nursery rhyme as the group perform it
communicating in - Children will critique classmates work.
making drama
April To explore feelings, Exploring and Theme: Hansel and Gretel  Story: Hansel and Gretel
knowledge and ideas making drama - Collective Storytelling: Children recall and sequence the  Cloak for the witch
leading to story  Badges for Hansel and Gretel
understanding Reflecting on - Teacher in Role: children interview the witch about her  Toy axe
drama house and why she captured the children  Apron
Cooperating and - Hot seat: Children in role as Hansel and Gretel and  Pictures of the sweet house
communicating in classmates will question them about their experience and
making drama the decision to go into the house
- Conscience Alley: children will give positive and negative
opinions to the parents of Hansel and Gretel about the
adventure and letting them out alone.
May To explore feelings, Exploring and Theme: Mime  Narrated Mimes (In the
knowledge and ideas making drama - Explore acting without the use of words Garden, At the shop, at the
leading to Reflecting on - Narrated Mime: mime along to a scenario as the teacher Zoo)
understanding drama reads it out.  Prop box
Cooperating and - Creating a set of movements individually to portray a
communicating in certain image/event using props from the prop box (at a
making drama party, wedding, bank robbery etc)
- Working in pairs/small groups to mime out a scenario
June To explore feelings, Exploring and Theme: Aesop’s Fables  Book of Aesop Fables
knowledge and ideas making drama - Recall various Aesop’s Fables  Story board template
leading to Reflecting on - Discuss the lesson to be learned through Aesop Fables  Picture of Aesop’s Fables
understanding drama - In groups illustrate a fable on a story board
Cooperating and - Perform in groups an Aesop Fable in groups using the story
communicating in board as a guide
making drama

Integration:
 Gaeilge: Dramaí beaga agus cumarsáide i rith na ceachtanna Gaeilge bunaithe ar na dtéamaí (Mé Féin, Bia, Ar Scoil, Éadaí, Nollaig, Oíche Shamhna, Ag
Siopadóireact, An Teilifís, Sa Bhaile, An Aimsir, Caitheamh Aimsire)

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 English: Putting actions to poems, songs and rhymes in English and Gaeilge
 SPHE: Role play
 English: Oral Language & Reading
 Art: Drawing
 Physical Education: Games
 Geography: My Town

2nd Class

Month Strand Strand Unit Content & Objectives Resources

September To explore Exploring and Theme: Drama Games to practice skills needed to enter the  Keys
feelings, making drama world of drama  Chairs
knowledge and - Keeper of the Keys  Pictures of fruit and animals
ideas leading to Reflecting on - Fruit Salad
understanding drama - Animal Circle
- Pass the Clap
Cooperating and - Conductor of the Orchestra
communicating in - Silly Faces
making drama - Mirror, Mirror
- Name Game

October To explore Exploring and Theme: “Witches Spells” poem  Poem: Witches Spells
feelings, making drama - Recall and sequence the poem “Witches Spells”  Cloak for teacher in role
knowledge and - Teacher in role: Children interview the Witch and
ideas leading to Reflecting on question how she feels now and how she felt making
understanding drama her potion.
- Thought Tracking: Children will think about the
Cooperating and events of the poem and will communicate their
communicating in thoughts as they are tapped on the shoulder
making drama
November To explore Exploring and Theme: Bart Simpson
feelings, making drama Step 1: Mime and narration to music ‘Pink Panther’  Bart Simpson story
knowledge and  Pink Panther music
ideas leading to Reflecting on Step 2: Repeat sequence without narration.
understanding drama

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Cooperating and
communicating in
making drama
December To explore Exploring and Theme: Nativity Play ‘It’s a cracker’  Script of “It’s a cracker”
feelings, making drama - Children will learn the lines for the nativity  CD player
knowledge and - Consider the costume that they need for their  CD of songs
ideas leading to Reflecting on character  Costumes
understanding drama - Memorise actions to the nativity songs  Star
- Perform the play for the school and their families  Crib
Cooperating and  Doll for Baby Jesus
communicating in  Pictures of the Inn
making drama  Stage in hall

January To explore Exploring and Theme: Jack and the Beanstalk  Story: Jack and the Beanstalk
feelings, making drama - Exploring the story and characters of Jack and the  Hot Seat
knowledge and Beanstalk
ideas leading to Reflecting on - Hot seating: more information through questioning
understanding drama - Role Play
- Teacher in Role
Cooperating and - Thought Tracking: Explore what children feel about
communicating in Jacks behaviour
making drama - Re-enacting scenarios
February To explore Exploring and Theme: Tom’s Sausage Lion  Story: Tom’s Sausage Lion
feelings, making drama - Exploring stories and characters of novel  Hat for teacher in roll
knowledge and - Hot Seating – exploring Tom’s feelings  Paper
ideas leading to Reflecting on - Exploring emotions  Pencils and crayons
understanding drama - Drawing map of area and plotting Lions journey
- Teacher in Role as Tom’s mother
Cooperating and
communicating in
making drama

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March To explore Exploring and Theme: Tiddilik(Aboriginal Story)  Tiddilik story
feelings, making drama - Students in role as Aboriginal people of the village  Hat
knowledge and Reflecting on - Teacher in role as an elder of the village
ideas leading to drama - Role on the wall
understanding - Still image
Cooperating and - Thought tracking
communicating in - Reflection
making drama
April To explore Exploring and Theme: ‘The Gruffalo’  Story: The Gruffalo
feelings, making drama - Collective Storytelling: Children recall and sequence
knowledge and the story
ideas leading to Reflecting on - Exploring the story and characters
understanding drama - Hot Seating
- What happens next…
Cooperating and - Characters expressions in Gruffalo
communicating in
making drama

May To explore Exploring and Theme: ‘The Lion, the witch and the wardrobe,  Book: ‘The lion, the witch and
feelings, making drama - Explore acting without the use of words the wardrobe’
knowledge and Reflecting on - Exploring the different characters  Paper and crayons
ideas leading to drama - Character profile
understanding - Map of land
Cooperating and - Hotseating
communicating in - Feelings through drama
making drama
June To explore Exploring and Theme: When Jessie came across the sea  Book of When Jessie came
feelings, making drama - Recall Jessie’s journey across the sea
knowledge and - Discuss the lesson to be learned Jessie’s story
ideas leading to Reflecting on - Exploring Jessie’s feelings
understanding drama - Still image
- Mime

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Integration:
 Gaeilge: Dramaí beaga agus cumarsáide i rith na ceachtanna Gaeilge bunaithe ar na téamaí (Mé Féin, Bia, Ar Scoil, Éadaí, Nollaig, Oíche
Shamhna, Ag Siopadóireact, An Teilifís, Sa Bhaile, An Aimsir, Caitheamh Aimsire)
 English: Putting actions to poems, songs and rhymes in English and Gaeilge
 SPHE: Role play
 English: Oral Language & Reading
 Art: Drawing
 Physical Education: Games
 Geography: My Town

Methodologies:
 Talk and Discussion
 Group Work
 Whole Class Work
 Paired Work
 Illustrations
 Pictures/photos
 Questioning (higher and lower order)
 Active learning
 Problem solving
 Developing skills through content
 Collaborative learning
 Looking, listening and responding

Assessment:
 Teacher Observation
 Teacher designated tasks
 Responses to questioning during lessons

Third Class / Fourth Drama Plan

Strand: Drama to explore feelings, knowledge and ideas, leading to understanding

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Strand Units:
Exploring and Making Drama
 Enter into the fictional dramatic context with the same spontaneity and freedom that he/she has earlier applied to
make-believe play
 Understand the relationship between role and character and develop the ability to hold on to either role or character for
as long as the dramatic activity requires
 Discover how the use of space and objects can help in building the context and in signifying dramatic themes
 Explore how the fictional past and the desired fictional future influence the present dramatic action
 Begin as a member of a group, to include in Drama activity the elements of tension and suspense
 Begin the process of using script as a pre-text
Reflecting on Drama
 Use reflection on and evaluation of a particular dramatic action to create possible alternative courses for the action
 Learn through Drama, the relationship between story, theme and life experience
 Use the sharing of insights arising out of dramatic action to develop the ability to draw conclusions and to hypothesise
about life and people
Co-Operating and Communicating in Making Drama
 Develop out of role, the ability to co-operate and communicate with others in helping to shape the Drama
 Develop in role, the ability to co-operate and to communicate with others in helping to shape the Drama
 Develop fictional relationships through interaction with the other characters in small-group or whole-class scenes as the
Drama text is being made
 Enact spontaneously for others in the group a scene from the Drama, or share with the rest of the class a scene that
has already been made in simultaneous small-group work

Teaching Strategies and Methods:

Defining the Space, Teacher in Role, Mimed Narration, Still Images, Thought Tracking, Improvisation in Pairs, Briefing,
Conscience Alley, Whole Group Improvisation, Small Group Improvisation, Ritual, Flashback/Flash-forward

Reflecting on the Drama:

Writing, Speaking, Questioning, Listening, Doing, Creating

Third Class Drama (contd.)

Term1 Term 2 Term 3

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The Three Pigs- The wolf’s Mystery at the Monastery (14) The Saxons and the Vikings Raid (12)
Stories story
The Yuckee prince The King with the Dirty Feet The Magic Toy Box (7)
(Activity Book A)
The Salmon of Knowledge King Midas George’s Marvellous Medicine (Activity Book
A)
The Car trip (17) The Old Gumbie Cat (17)
Poems The Cloud Mobile (17) To Mrs Reynolds Cat (17) I wonder
The frog & the golden ball Poetry & Geography (10) The Witch who couldn’t (Terry H Henry)
(17) The itch (Activity Book A) Seal (Activity Book A)
The Christmas carol (17)

Themes Halloween Spring Supermarkets (10)

Autumn Pirates The Sea
Christmas Food A Journey in a space ship

Newspaper Good News Bad news A Good Sell (13) A key to….(13)
Media (13)
Pictures Television News (7) Music –Jaws theme/Schindlers List theme
It’s the News (13)
Photos

Curriculum Science – Hot & Cold (16) History – Guess the liar (16) Art – Icarus (16)
Links
Art – The Bag of Hats Geography – My Long distance Music – The factory (16)
(16) friend (16)
Gaeilge – Teilifís (Rocharta 7)
Religion – The Sea of
Galilee

Fourth Class Drama (contd.)

Term1 Term 2 Term 3

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Jack & the Beanstalk
(Resource Pack) Samirs Life in Ancient Egypt (14) Building the Reservoir (12)
Stories Mystery at the
Monastery (Resource Children of Lir Mulagro Island
Pack)
The Secret garden The Fox and the Crow (Activity Aladdin (23)
(Activity Book B) Book B)
The Secret Garden One eyed Jack (17) Village Sounds (17)
Poems (17) Treasure Island (17) The Deserted House (17)
Anne Frank Huis (17) I Saw (Activity Book B) The Listeners (17)
Along came a Dog in the Playground (Activity Wings (Activity Book B)
tapping(17) Book B)
Since Hanna Moved
(Activity Book B)

Themes Halloween Spring – from Four Seasons by Summer

Autumn Vivaldi The Sea
The Christmas Pirates A Journey
Message Food

Newspaper Under Pressure (13) Who’s right (13) Newscasters (16)

Media On TV (13) Another excuse (13) Character Adverts (7)
Pictures First Impressions (13) The Argument (13) Teen Mag (13)
It’s a Puzzle (13)
Photos

Curriculum Geography – Stop Geography – Pen friends (16) History – Discovery (16)
Links Pollution (16) Art – Strange Tale (16) Music – Fire! Fire! (16)
Science – keeping Emigration (22)
Healthy (16)
The world we all live in
(22)

Fifth/ Sixth Class Drama Plan

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Strand: Drama to explore feelings, knowledge and ideas leading to understanding
Strand Units:
Exploring and Making Drama
 Enter appropriately and with facility, whether watched or unwatched into the fictional dramatic context
 Extend playing in role and in character to include the ability to accept and maintain a brief that has been decided on by
either the teacher, the group or himself/herself
 Discover how the use of space and objects helps in building the context and in signifying the Drama theme
 Explore how the fictional past and the desired fictional future influence the present dramatic action
 Become adept at implementing the ‘playing rules’ that maintain focus in dramatic action
 Help to plan dramatic activity to include the particular tension and suspense appropriate to the theme being explored
 Distinguish between various genres, such as comedy, tragedy, fantasy
 Become comfortable with script and understand the basic processes by which script becomes action
Reflecting on Drama
 Reflect on a particular dramatic action in order to create possible alternative courses for the action that will reflect more
closely the life patterns and issues being examined
 Learn through Drama, the relationship between story, theme and life experience
 Use the sharing of insights arising out of dramatic action to develop the ability to draw conclusions and to hypothesize
about life and people
Co-Operating and Communicating in making Drama
 Develop out of role, the ability to co-operate and to communicate with others in helping to shape the Drama
 Develop in role, the ability to co-operate and communicate with others in helping to shape the Drama
 Develop fictional relationships through interaction with the other characters in small-group or whole-class scenes as the
Drama text is being made
 Enact spontaneously for others in the group a scene from the Drama, or share with the rest of the class a scene that
has already been made in simultaneous small-group work

Teaching Strategies and Methods:

Defining the Space, Teacher in Role, Mimed Narration, Still Images, Thought Tracking, Improvisation in Pairs, Briefing,
Conscience Alley, Whole Group Improvisation, Small Group Improvisation, Hot seating, Ritual, Flashback/flash-forward

Reflecting on the Drama:

Writing, Speaking, Questioning, Listening, Doing, Creating

Drama Policy 5th class

Stories Term 1 Term 2 Term 3

*Drama contract Activity book C Activity book C
Return to troy All wound up

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Activity book C The unholy grail Starry links
The hiring fair Starry links The selfish giant
The curse of werewolf castle Strongbow Reading zone
Harry Potter and the Philosophers Stone The great wave Seventh wonder- Pyramids
A Christmas Carol The stormy rescue Traditional fairytales
Reading Zone Myths and legends Jack and the beanstalk
The little Match girl Oisín and tír na nÓg The three billy goats gruff
The toymakers workshop
The toymakers workshop Your country needs you The not so jolly postman

*Class novel: Holes Whats wrong with Sam?

Poems Activity book C Activity book C Farewell to the Farm- Robert Louis
Huff Kenneth Stevenson
The Viper The ABC – Spike Milligan
The Magic bicycle (online version)

Themes Halloween Spring Summer Holidays

Winter Easter The Beach
Christmas Saints- St. Patrick/ St. Brigid The Farm
Water
Integration SPHE History- Community Geogprahy
History- Old workhouses SPHE- decision making English- Character/ Story
Geography- Castles Geography- Water Science- The farm
SPHE- Unique me Mythical legends Geography- map of farm
English- Traditional Literature Art- Paint and colour SPHE-Morals-stealing
Art- Invent a toy History- WW1 spies Science- bulbs seeds
Music- The nutcracker Occupations- people at work
Sphe/Geogprahy- moving house

Methodologies: Differentiation:
Talk and discussion By support throughout lessons
Active learning By resources used
Collaborative learning By questions posed
Problem solving By grouping
Skills through content By pace
Use of the environment By task

*A variety of warm up games and oral language activities can be found in the 5 th class yearly scheme.

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Sixth Class Drama Play
Term 1 Term 2 Term 3
Stories Drama Contract Class novel – The Boy in the Striped Stereotyping People (book selected at

Icebreakers/Warm up activities Pyjamas (or recommended class novel) teacher’s discretion)

Myths/Legends: Fionn and the Giant (refer to The Legend of St Patrick/St Brigid (or from Angela’s Ashes (Activity Book D P110)

Earthlink P6) your own preference) Twist of Gold – Dialogue (Activity Book D P84)

Or

(Alternative from Irish legends for children)

Poems New Boy (Activity Book D P 104) I have a Dream – Leah Waldron (Hello I’ll never use Tobacco again – Anon (Hello

Different (Activity Book D P 105) Universe) Universe)

The Witches Chant ((Activity Book D William What Peace and War are to me – Kevin Dear Mr. Examiner ((Hello Universe)

Shakespeare P 114) Hawkins (Hello Universe) Moving On by Jim Halligan

Themes School – new pupil/ settling in/school in the USA – I have a Dream – Martin Luther King Drugs/Decisions

past/present (matter of fact P64) Transition to Secondary School

Ghosts/Harry Potter - (Activity Book D P110 - 111) Easter 1916 – Independence (Earthlink Ancient Egyptians (Earthlink P32)

P92) Or

Aztecs (Earthlink P40)

World Poverty (Earthlink P156)

End of Year Musical (optional)

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Term 1 Term 2 Term 3
Newspaper Choices – Secondary school options Still Images Costume Design

Media and 1st Line Improvisation Production (end of year musical)

Pictures Advertising – (Earthlink P126) + Activity Photos/Images 1916 Rising

Book
Photos

News reporters – London Blitz (Hello

Universe, Movietone News P58) and WWII

Integration History/Geography/English/SPHE (Walk Tall Programme) APC (Costume Design Integration

throughout curriculum and Irish topics

Bun go Barr

*Name of texts supplied in brackets for reference to various topics.

Drama Resources

1. 100+ Ideas for Drama - – Anna Scher & Charles Verrall

2. Bright New Ideas – Circle Time by Jenny Mosley & Pat Child
3. Developing Literacy through Poetry– Christine Moorcroft
4. Ideas for drama KS1 – Alison Chaplin

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5. Drama Lessons for Five to Eleven – Year Olds – Judith Ackroyd and Jo Boulton
6. The Teaching of Drama in the Primary School – Brian Woolland
7. Ideas for Drama KS2 – Alison Chaplin
8. The Toymaker’s workshop and other tales- Ackroyd and Boulton
9. 100+ more for Drama - – Anna Scher & Charles Verrall
10. Speaking Listening and Drama (years 3-4) – John Airs & Chris Ball
11. Drama 7-11 – Neil Kitson and Ian Spilby
12. Beginning Drama – 4-11 (Second edition) Joe Winston and Miles Tandy
13. Cover Lessons in Drama – Chalkface project
14. Step by Step Educational Drama – Joanne Parkes & Sarah Fitzgibbon
15. Chalkface Projects key Themes in Drama
16. Bright Ideas Drama & Role Play (ages 5-11)
17. Drama Lessons in Action- Antoinette Line
18. Improvisation Starters by Philip Bernardi
19. Creative Drama in the Primary Grades by Nellie McCaslin
20. The Primary Drama Handbook by Styart Smith
21. Pirated & Other Adventures by Jo Boulton & Judith Ackroyd
22. Speaking Listening and Drama by John Airs & Chris Ball
23. Classroom Drama a Practical Guide by Una McCabe
24. 50 Shared texts by Nikki Gamble

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Drama Contract

1. We all agree to pretend that what is happening is real and to keep the make believe
going.
2. We will not spoil the drama for others who are trying to keep the make believe going.
3. If we are finding it difficult to pretend we will stay with the group but “pass” and join in
when we feel able to do so.
4. If we “pass”, others will accept this without comment.
5. If any of us say or do anything in role then we agree that what is said or done belongs to
the character and not to the person who is pretending to be that character.
6. When the drama is over we leave it behind and stop pretending.

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Drama Contract 2
 Allow others to express themselves
 Concentrate
 Have fun and enjoy ourselves without hurting others
 Take turns
 Co-operate and listen to each other
 Show respect for each other
 ‘Pass’ if we need time to think
 Positive behaviour and comments

Drama Contract 3

1. Be careful getting the drama space ready.

2. Pretend to be someone else.
3. Try your best.
4. Listen carefully.
5. Believe others.

Pupils part in development of contract agree to it and sign

 Drama Facilitator Willam Wall Phone: 087 2943737

Email: [email protected]
http://www.drama.ie/lesson-links.html

First Line Improvisations

A selection of the first line suggestions below should be written on pieces of card.
Explain that each of the improvisations will have to begin with a specific line given on the card and that their improvisations must then follow the
lines they select.

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Children are working in small groups. Turn the cards face down. Each group selects one card. They should not be allowed to change their card once
it hasbeen chosen.
Give the children a maximum of 10 minutes to work on their improvisations. They will have to discuss, plan, prepare and rehearse their
performances and create a believable ending.
Encourage them to work with the four magic words of improvisation
Where? … the place.
When? ... the time.
Who? … the roles/characters.
What? ... what’s happening …the action.
The teacher can move from group to group, giving support, helping any group in difficulty and reminding them of the time remaining.
Let each group perform their improvisation.
Reflect on the performances and improvisations with both the observers and the performers.

Improvisation based on First Lines

1. ‘Are you an alien too?’
2. ‘You call THIS food?’
3. ‘Stick ‘em up’
4. ‘Where’s your ticket?’
5. ‘Here’s one I baked earlier’
6. ‘And here she is, the world’s most beautiful model, Kate Moss…’
7. ‘Caught ya!’
Improvisation based on first lines PPDS
8. ‘Put away the carving knife, darling’
9. ‘This woman is dangerously ill’
10. ‘Silence, please for the world famous New York Philharmonic Orchestra
11. ‘What would you like for your birthday, dear?’
12. ‘You can’t bring that in here.’
13. ‘Put it in the net’
14. ‘Wait ‘til I tell you…’
15. ‘Is this your first Karate class?’
16. ‘Do you want to know a secret?’
17. ‘That’s disgusting’
18. ‘I’ve just lost my father’s wallet’
19. ‘Stop that!’
20. ‘What is wrong with you today?’
21. ‘What was that?’
22. ‘What are you? A man or a mouse?’
23. ‘I have a confession to make’
24. ‘You’re not old enough’
25. ‘Pass the scalpel, nurse’

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26. ‘You gave me the wrong change’,
27. ‘Don’t look at me like that’
28. ‘I think that’s mine’,
29. ‘You broke my glasses’
30. ‘Now look at what you’ve done!’
31. ‘I think I’m lost’,
32. ‘Will you marry me?’
33. ‘The name is Bond. James Bond’
34. ‘I think that’s mine’,
35. ‘I think I’m lost’
36. ‘I have a confession to make’
37. ‘Why has the lift stopped?
38. ‘Are you as nervous as I am?’
39. ‘You’ll never get that in there.’
40. ‘If anyone has any reason why these two people should not be married,please speak now’

Follow up suggestions
Let the children refine and re-present their improvisations
Invite the children to invent new first lines and to create improvisations from them
Flashback or flashforward to the scene before or after the scene performed and create a short improvisation
Get the pupils to create last line improvisations which must finish with a specific

Some Drama Scenarios

At the hairdresser
Gossiping neighbours
A concert
Spectators at a sports event
A birthday party
An orchestra
A group of teenagers getting stopped by police
Gun fight
First date
A wedding
Surgery
A hospital emergency
Baby-sitter with children
A Traffic Jam

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A fashion show
A trial
A TV games show
A bank robbery
A dance class
Students cheating at an exam
Excavating in Egypt
Hot air balloon
The Olympics
Customer returning a faulty item
Archaeological dig in an old churchyard
Train robbery
Soup kitchen
Harry Potter
The haunted lift
The dragon
The wind-up mouse
Life inside the monastery walls
King Midas
The Magic mirror
Rosa Parkes
Television Ads
Star Trek
The Late Late Show
The Vikings
Bart Simpson
The princess
Bad manners
The old woman
Begging for food
Mother Teresa
I Want chips!
What’s happening to the computer?
E.R
Little birdies
I don’t want to go to bed!
What’s behind this door?
At the airport
You’re a star!
The Trial of Goldilocks
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The Borrowed Dress / Jeans
Trouble At McDonalds
The Operation
The Fashion Show
On the Train
Heaven
The Toyshop
Hell’s Kitchen
The Magic Carpet
Jungle trek!
Message in a Bottle
The Interview

Drama scenarios PPDS

Using a Carousel
1. Divide the class into pairs or small groups
2. The teacher may decide to give each group the same title from the list of ‘Drama Scenarios’ below but it is better if you give each group a different
title
3. Once each group have their title, give them time to work on their improvisation. Limit the time. Agree on a finishing freeze.
4. When they have their improvisation ready to present, explain to them that they are going to share their work in a very special way. The groups are
given a performance order. At an agreed signal, (maybe a word, a sound, background music or a visual signal) each group will come to life in turn. All
other groups must keep still and quiet while the others perform. The performance starts with the first group and is not over until every group has had
its turn – a carousel.
5. Each person might be limited to saying one sentence, word or sound at first to ensure that everybody gets a turn.
6. This can then be built up to make the improvisation longer.
7. At the end, we guess what each group improvisation was about and we say what worked well.
The same strategy can be used to link short scenes, still images etc……...

Dramatic play is an essential mode of learning for young children and prop boxes and play materials can make this activity more effective. A
prop box contains materials and equipment that encourage children to explore various roles. The box should be lightweight, easy to
store and easy to carry. Different prop boxes can be created to complement exploration of themes in the classroom.Items for the prop box
could be donated by parents or sourced cheaply in charity shops. Clothing should be included as they help children to “step into a
role”. There should be items that will appeal both to girls and boys. Literacy material should be included, so that children can pretend to
write and read and can associate literacy and numeracy activities with a meaningful context. Note pads and pens could be used for example to
take the orders in a restaurant.
Suggestions for inclusion in the prop box
 Plastic flowers on stem /Apron / Glasses/ Gloves /Telephone / mobile phone /A crown/ A magic wand/ Clothes/Cloak /Long dress
 Long coats/Clown’s wig / Hand bag/ Wallets/ Jewellery/ Length of material /Hats/Scarves/Ties/Masks/Wigs/Wooden treasure chest
 Chinese fan/Piece of white web curtain for weddings,/curtains, bedcovers, cloaks etc/Selection of fabrics/Cups/Teddy, doll/Microphone

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Skipping rope/-Walking stick/Coloured mat/Box – mystery box/Torch/Bucket/Old runner/Bells/Knitting needles and wool/Pack of
cards/Mirrors/Braided chord/Attractive material/Face paints/Key/Feely bag/Eye masks/Stick / hurley/A newspaper/Tea towel /tin foil
Large square of white fabric/Sun glasses / old glasses/An umbrella/A magnifying glass/Tea pot and
cups/Pens/Pencils/Notebooks/Books/Paper/Prop boxes are especially useful for younger pupils but they can also be used by older/pupils./Not
all prop items or ideas are appropriate for all ages - always consider safety first.
Prop boxes can be changes according to the season or theme being explored in class

Speaking/Listening
Character Profile Letter
Personal recount Lists
Writing a dialogue Diary
Newspaper article Report
Insert for time capsule…

Reflection On Drama
Mime
Still image of key moment so far
Ritual e.g. meal / key event
Puppets retell story
Dance/ movement

Writing/ Doing
Making and looking at objects
Drawing I.C.T.
Role on the wall Construction
Mapping Print
Use of fabric Collage
What might happen next?
How will this affect?
How did you feel? Why? How?
What advice? Should?
What is the drama about?

Questioning/ Visual Arts

Reflection in Drama PPDS 2
Reflection can happen during or at the end of the lesson.
The child stands back from the action and thinks a little more deeply about the characters they have met,
the lives they lead and the message of the drama
The teacher should challenge easy answers
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A balance between individual, group and whole class discussion.
A balance between reflection through the visual arts, listening, speaking, doing, writing and questioning
Can be enhanced by use of fabric, music, objects, and dimmed lights
Imagine what might happen in the future – make choices and consider consequences
‘Wondering’ is a key skill in reflection.
‘I wonder if…?’, ‘Can you imagine..?’, ‘Supposing……
Some Reflection questions for Your Class linked to the elements of drama
How did you contribute to today's drama lesson?
How did you improve from the last drama lesson
How can we improve our drama work in our next lesson?
Finish the sentence... `what I liked about to-day's drama was...’
What was your favourite moment in the drama? Why?
Did you notice that you felt anyway different during the drama?
Could you believe in the drama? Give some reasons for this.
How did you help others to believe in the drama?
Did you go into role or character today? Describe this to me.
Did you notice anyone with particularly good facial expression?
How did this help the drama?
Who else was particularly good at taking on a role or character to-day? What did they do?
Were you able to accept and keep a brief from the teacher?.

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