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DRAMA & ROLE PLAY JUNIOR EDUCATION TOPICSONLINE PHOTOCOPIABLE PAGE 1 Photocopy or download from:

EnglishNational

Curriculum DramaThe information and activities in this issue are designed to help you teach and practise the drama techniques suggested in the QCA Primary National Strategy. Drama techniques can also be used effectively to support children’s work in other curriculum subjects, including English, History and Science. Specifi c links are detailed below.

Pages 2–3 The 8 essential techniques

English En1 Speaking and listening

Drama

Pupils should be taught to:4. a) create, adapt and sustain different roles, individually and in groupsb) use character, action and narrative to convey story, themes, emotions, ideas in plays they devise and scriptc) use drama techniques to explore characters and issuesd) evaluate how they and others have contributed to the overall effectiveness of performances.

En2 Reading

Pupils should be taught to:1. d) use contextual understanding2. a) use inference and deductionb) look for meaning beyond the literal4. c) identify how character and setting are created.

National Literacy Strategy

Pupils should be taught to:• T1 investigate how settings and characters are built up from small details and how the reader responds to them (Year 4 Term 1) • T2 identify the main characteristics of the key characters, drawing on the text to justify views, and using the information to predict actions (Year 4 Term 1)• T3 change point of view, eg tell an incident or describe a situation from the point of view of another character or perspective (Year 5 Term 3).

Pages 4–5 Silent moviesEnglishEn1 Speaking and listening

Drama

Pupils should be taught to:4. a) create, adapt and sustain different roles, individually and in groupsd) evaluate how they and others have contributed to the overall effectiveness of performances.

Breadth of study

Drama activities – the range should include:11. a) improvisation and working in role c) responding to performances.


Pupils should be taught to:• T2 investigate different versions of the same story in print or on fi lm, recognise how stories change over time and differences of culture and place are expressed in stories (Year 5 Term 2)• T9 investigate the features of different fi ction genres (Year 5 Term 2)• T1 compare or evaluate a novel or play in print and the fi lm/TV version (Year 6 Term 1).

ICT link

Pupils should be taught to:2. a) develop ideas by organising text and sound as appropriate.

Pages 6–7 Chat showEnglish

EN1 Speaking and listening

Pupils should be taught to:1. b) gain and maintain the interest and

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EnglishNational Curriculum Drama

(continued)response of different audiencesc) choose material that is relevant to the topic and to the listeners2. b) ask relevant questions to clarify, extend and follow up ideasd) identify features of language used for a specifi c purpose3. c) qualify or justify what they think after listening to others’ questions or accountsd) deal politely with opposing points of view and enable discussion to move on4. a) create, adapt and sustain different rolesc) use dramatic techniques to explore characters and issues.

Breadth of study

Drama activities – the range should include:11. a) improvisation and working in rolec) responding to performances.

History

Knowledge, skills and understanding

Pupils should be taught to:2. c) identify and describe reasons for, and results of, historical events and situations in the period studied3. recognise that the past is represented and interpreted in different ways and to give reasons for this.

Breadth of study

10. A study of some signifi cant events and individuals, including Tudor monarchs.

Citizenship

Knowledge, skills and understanding

Pupils should be taught to:2. a) research, discuss and debate topical issues, problems and eventsb) why and how rules and laws are made and enforcedc) realise the consequences of anti-social and

aggressive behaviours such as bullying.

National Literacy Strategy links

Pupils should be taught to:• T12 write independently, linking own experience to situations in historical stories, eg How would I have responded? (Year 4 Term 1)• T21 assemble and sequence points in order to plan the presentation of a point of view (Year 4 Term 3)• T19 construct an argument in note form or full text to persuade others of a point of view (Year 5 Term 3).

Pages 9-11 Play timeEnglish

EN1 Speaking and listening

1. b) gain and maintain the interest and response of different audiencese) speak audibly and clearlyf) evaluate their speech and refl ect on how it varies4. b) use character, action and narrative to convey story, themes, emotions, ideas in plays they devise and scriptc) use dramatic techniques to explore characters and issues.


Pupils should be taught to:• T5 prepare, read and perform play scripts; compare organisation of scripts with stories (Year 4 Term 1)• T6 chart the build up of a play scene (Year 4 Term 1)• T13 write play scripts eg using known stories as basis (Year 4 Term 1)• T2 investigate how characters are presented: through dialogue, action and description; how the reader responds to them; through examining their relationships with other characters (Year 5 Term 1)





(continued)• T18 write their own play script, applying conventions learned from reading, include production notes (Year 5 Term 1)• T19 annotate a section of play script as preparation for performance taking into account pace, movement, gesture and delivery of lines (Year 5 Term 1)• T20 evaluate the script and the performance for dramatic interest and impact (Year 5 Term 1) • T9 prepare a short section of a story as a script, eg using stage directions, location/setting (Year 6 Term 1).

ICT link


Pages 12–13 Land of the giantsScience

Sc2 Life processes and living things

Pupils should be taught:1. a) that the life processes common to humans and animals include nutrition, movement, growth and reproductionb) that the life processes common to plants include growth, nutrition and reproductionc) to make links between life processes in familiar plants and animals and the environments in which they are found2. e) that humans and some animals have skeletons and muscles to support and protect their bodies and to help them to move3. a) the effect of light, air, water and temperature on plant growthd) about the parts of the fl ower and their role in the life cycle of fl owering plants5. b) about the different plants and animals found in different habitatsd) to use food chains to show feeding relationships in a habitat.

Breadth of study

Pupils should be taught through:1. c) using a range of sources of information and data, including ICT-based sources2. a) using appropriate scientifi c language to communicate ideas and explain the behaviour of living things.


Drama

Pupils should be taught to:4. a) create, adapt and sustain different roles, individually and in groupsb) use character, action and narrative to convey story, themes, emotions, ideas in plays they devise and script.

Pages 14–15 A village in India

Geography

Pupils should be taught:1. a) to ask geographical questionsd) to identify and explain different views that people hold about topical geographical issues3. a) to identify and describe what places are likeb) the location of places and environments they studyd) to explain why places are like they aree) to identify how and why places change and how they may change in the future.


Drama

Pupils should be taught to:4. a) create, adapt and sustain different roles, individually and in groupsb) use character, action and narrative to convey story, themes, emotions, ideas in plays they devise and script.





(continued)En3 Writing

Breadth of study

12. The range of forms of writing should include: narratives, playscripts.

ICT link


Page 16 Points of view

National Literacy Strategy Pupils should be taught to:• T5 prepare, read and perform play scripts; compare organisation of scripts with stories (Year 4 Term 1)• T2 investigate how characters are presented: through dialogue, action and description; how the reader responds to them; through examining their relationships with other characters (Year 5 Term 1)

• T18 write own play script, applying conventions learned from reading, include production notes (Year 5 Term 1)• T19 annotate a section of play script as preparation for performance taking into account pace, movement, gesture and delivery of lines (Year 5 Term 1)• T9 prepare a short section of a story as a script, eg using stage directions, location/setting (Year 6 Term 1).

English

En3 Writing

Pupils should be taught to:1. b) broaden their vocabulary and use it in inventive waysd) use and adapt features of a form of writing, drawing on their reading7. a) grammatical functions of words, including adverbs.




Northern IrelandCurriculum Links

DramaDrama forms an integral part of the programme of study for English at all key stages, and other subject areas also include drama strategies to help deliver curriculum objectives. Specifi c links are detailed below.

Pages 2–3 The 8 essential techniquesProgramme of Study for EnglishReading

Range

Pupils should have opportunities to engage with a range of texts including:• stories, plays, visual materials.

Activities

Pupils should have opportunities to:c) explore stories and other texts using drama and discussiond) recreate stories and other texts through dramatisationf) discuss and interpret texts they have read.

Talking and listening

ContextPupils should have opportunities to:• engage in role play and drama.

Purpose• take part in conversations and discussion.

Activitiesa) listen and respond to a range of fi ction, drama, media texts and visual materialsb) improvise a scene based on experience, imagination, literature and media topics.

Pages 4-5 Silent moviesProgramme of Study for English


ContextPupils should have opportunities to:• engage in role play and drama.



Pages 6–7 Chat ShowProgramme of Study for English


Purpose• discuss topics involving attitudes, opinions and beliefs• prepare, ask and respond to questions.

Activitiesa) listen and respond to a range of fi ction, drama, media texts and visual materialsb) improvise a scene based on experience, imagination, literature and media topicsc) listen to media presentations for specifi c purposes.

Historical skills and concepts

Pupils should have opportunities to develop:b) a sense of the past by identifying• some of the characteristic features of past societies and main events• some of the feelings people may have had at a time in the past.

c) awareness of evidence, historical enquiry and interpretations by• using sources of information appropriate to their age.

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Northern IrelandCurriculum Links Drama

(continued)

d) communication by• describing orally, and in writing, the main events of a story• constructing basic historical narratives describing what happened.

Education for Mutual Understanding

Pupils should have experience of EMU in the following way:• exploration of contemporary controversial issues.

Pages 9–11 Play timeProgramme of Study for English

Talking and listening ContextPupils should have opportunities to:• engage in role play and drama.



Reading

Range

Pupils should have opportunities to engage with a range of texts including:• stories, plays, visual materials.

ActivitiesPupils should have opportunities to:c) explore stories and other texts using drama and discussiond) recreate stories and other texts through dramatisationf) discuss and interpret texts they have read.

Writing

Pupils should have opportunities to:a) make expressive use of language when describing thoughts, feelings and imaginingsb) present and structure ideas, information and opinionsc) observe the different conventions and structures of various forms of writing.

Page 12–13: Land of the giantsProgramme of Study for English


ActivitiesPupils should have opportunities to:b) improvise a scene based on experience, imagination, literature and media topicse) describe and talk about real and imaginary experiencesh) prepare and give a short oral presentation to a group or the class on curricular topics.

Writing

Pupils should have opportunities to:b) present and structure ideas, information and opinions.

Science and Technology

Living things

Pupils should have opportunities to:a) fi nd out about other animals, including how they grow, feed, move and use their sensesf) fi nd out about the main stages in the life cycle of some animalsg) investigate the conditions necessary for growth of familiar plants i) order living things in a simple food chain and understand the dependency of one on the other.




Northern IrelandCurriculum Links Drama

(continued)Pages 14–15 A village in IndiaProgramme of Study for English


Purpose• discuss topics involving attitudes, opinions and beliefs• prepare, ask and respond to questions.

Audience• members of a class• wider school community.

Reading

ActivitiesPupils should have opportunities to:a) listen to and understand a range of textsc) explore stories and other texts using drama and discussion to focus on distinctive featuresd) recreate stories and other texts through individual and group dramatisationf) discuss and interpret the texts they have readg) represent stories and information texts in a range of visual forms.

Geography

The environment

Pupils should have opportunities to discuss:f) some of the ways in which people affect the environment locally and globally.

Where people live and what people doPupils should have opportunities to study:a) major similarities and differences between places and why many or few people live there.

Geographical skills

Pupils should have opportunities to:f) use a globe or atlas to locate places studied.

Page 16 Points of viewProgramme of Study for English

Writing

Pupils should have opportunities to:a) make expressive use of language when describing thoughts, feelings and imaginingsb) present and structure ideas, information and opinionsc) observe the different conventions and structures of various forms of writing.

PurposePupils should have opportunities to:• narrate• persuade• describe.

ReadingRange• plays.

Reading activities

Pupils should have opportunities to:d) recreate stories and other texts through individual and group dramatisationf) discuss and interpret the texts they have readi) justify their responses by inference, deduction and reference to evidence within the textj) consider aspects of stories, paying attention to what is written and how it is expressedk) discuss texts, explore ways in which word meanings can be manipulated in order to persuade or amuse or engage attention.




Scottish5–14 National

Guidelines DramaThe information and activities in this issue support the national guidelines for Drama and will help you to develop children’s knowledge and understanding of themselves and their relationship to others and to real-life events. Specifi c links are detailed below.

Page 2–3 The 8 essential techniquesExpressive Arts – Drama

Investigating and experimenting

Levels B-E• improvise and experiment with movement, speech, space, physical objects and sound.

Using movement and mime

Level B• explore the use of gesture and movement when adopting a role. Level C• show skill in representing everyday actions and emotions through mime. Level D• show control of gesture, movement and mime and adapt these in a variety of drama activities.

Using language

Level B• use language appropriate to roles. Level C• show growing independence in the use of language in roles. Level D• participate in a scripted piece of work.

Creating and designing

Levels B-D

• sustain and develop a role. Levels B-D• contribute to group investigations of basic drama activities.

Communicating and presenting

Levels B-D

• participate in small scale productions. Levels B-D• work cooperatively and communicate effectively with others in a variety of drama activities.

Observing, listening, refl ecting, describing and responding

Levels B-D

• describe and refl ect on their own work.

English LanguageListening Awareness of genre

Levels B-D

• show recognition of similarities and differences of different types of text: stories, dramatic texts, information texts.

Reading Refl ecting on writer’s ideas and craft

Levels B-E

• read a variety of texts and in discussion and writing show that they understand the main ideas.

Pages 4–5 Silent moviesExpressive Arts – DramaInvestigating and experimenting

Levels B-E

• improvise and experiment with movement, speech, space, physical objects and sound.


Level B

• explore the use of gesture and movement when adopting a role. Level C

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Scottish5–14 National Guidelines Drama

(continued)• show skill in representing everyday actions and emotions through mime. Level D• show control of gesture, movement and mime and adapt these in a variety of drama activities.


Levels B-D

• participate in small-scale productions. Levels B-D• work cooperatively and communicate effectively with others in a variety of drama activities.


Levels B-D

• describe and refl ect on their own work.

English LanguageListening Awareness of genre

Levels B-E

• show recognition of similarities and differences of different types of text: stories, dramatic texts, information texts.

Talking Conveying information, instructions and

directions

Levels B-D• talk to others in a group and contribute to the purpose of the activity.

Pages 6–7 Chat showExpressive Arts – Drama

Using language

Level B• use language appropriate to roles. Level C• show growing independence in the use of language in roles.

Level D• participate in a scripted piece of work. Level E• contribute to planning and evaluation.

Creating and designing

Levels B-D

• sustain and develop a role.Levels D-E • with support, show attention to authenticity, based on personal observation.


Levels B-D

• participate in small-scale productions. Levels B-D• work cooperatively and communicate effectively with others in a variety of drama activities.


Levels B-D

• describe and refl ect on their work and appropriate aspects of the mass media, eg programmes on television.

Society, Science and TechnologyKnowledge and understanding – people in the pastPeople, events and societies of signifi cance

in the past

Level B• describe some features of life in the past for a chosen topic/period. Level D• describe some features of people and events from the past and suggest why they are considered signifi cant. Level E• explain the motives or actions of people in particular historical situations.





(continued)Personal and Social Development

Interpersonal relationships

• express their own views on values which are important to the home, school and community. • demonstrate respect and tolerance for those whose opinions differ from their own.

Pages 9–11 Play timeExpressive Arts – DramaUsing language

Level B• use language appropriate to roles. Level C• show growing independence in the use of language in roles. Level D• participate in a scripted piece of work. Level E• contribute to planning and evaluation.

English Language Talking

Audience awareness

Levels B-D• talk clearly and audibly to different audiences.

Reading

Awareness of genre

Levels B-E• identify features of form and content in different types of text.

WritingImaginative writing

Levels C-E

• write an imaginative story or play using appropriate organisation and vocabulary.

Knowledge about language

Levels C-D

• show that they know, understand and can use the following terms: verb, adverb.

Pages 12–13 Land of the giantsExpressive Arts – Drama



Society, Science and TechnologyKnowledge and understanding – living

things and processes of life

The processes of life:Levels B-E• develop an understanding of growth and development and life cycles. Interaction of living things with their environment:Levels B-E• understand the interdependence of living things with the environment.

Page 14–15 A village in IndiaExpressive Arts – Drama







Levels B-D• participate in small-scale productions. Levels B-D• work cooperatively and communicate effectively with others in a variety of drama activities.

Society, Science and TechnologyKnowledge and understanding – people in society

People and needs in society

Levels B-D• understand individual and social needs and the relationship to social factors.

Confl ict and decision making in society

Level B-E• understand confl ict and decision-making processes.

Page 16 Points of viewExpressive Arts – Drama

Investigating and experimenting

Levels B-E• improvise and experiment with movement, speech, space, physical objects and sound.

Using language

Level B• use language appropriate to roles. Level C


(continued)• show growing independence in the use of language in roles. Level D• participate in a scripted piece of work.

English LanguageReading

Refl ecting on writer’s ideas and craft

Levels B-E• read a variety of texts and in discussion and writing show that they understand the main ideas.

Writing

Knowledge about languageLevels C-D• show that they know, understand and can use the following terms: verb, adverb.

Imaginative writing

Levels C-E• write an imaginative story or play using appropriate organisation and vocabulary.

Talking

Levels B-E• talking about texts.




The NationalCurriculum in WalesDrama and Role Play

The content of this issue will help you to develop children’s knowledge, skills and understanding of Drama at Key Stage 2 . The activities are designed to teach a wide range of skills to support the children’s work across other curriculum areas. Specifi c links are detailed below.

Pages 2–3 The 8 essential techniquesProgramme of study for English

Oracy

1. RangePupils should be given opportunities to:1. talk for a range of purposes, including presenting, performing live or on tape5. participate in a range of drama activities, including improvisation, role play and the writing and performance of scripted drama6. evaluate their own and others’ contributions in responding to drama.

Reading

2. SkillsPupils should be taught to:4. consider in detail the quality and depth of what they read, responding imaginatively to the plot, characters, ideas and vocabulary.

Pages 4–5 Silent moviesProgramme of study for English

Oracy

1. RangePupils should be given opportunities to:1. talk for a range of purposes, including presenting and performing live or on tape2. communicate to different audiences5. participate in a wide range of drama activities6. evaluate their own and others’ contributions in responding to drama.

Pages 6–7 Chat showProgramme of study for English

Oracy

2. SkillsPupils should be taught to:

4. listen carefully, recall and represent important features of an argument, presentation or TV programme5. identify the key points made in a discussion and make relevant contributions6. listen to others, ask questions and follow up the ideas7. justify what they think and deal politely with opposing points of view.

3. Language development

Pupils should be given opportunities to:2. develop their understanding of the differences between written and spoken English3. extend their vocabulary through drama activities and role play4. speak with clear diction and appropriate intonation5. consider how formal contexts require particular choices of vocabulary.

Programme of study for History

2. Knowledge and understanding

Pupils should be taught to:2. identify and describe main events, within and across periods6. identify causes and consequences of some events.

4. Historical enquiry

Pupils should be taught to:1. use a range of sources to investigate historical topics2. ask and answer questions about the past.

5. Organisation and communication

Pupils should be taught to:

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The NationalCurriculum in Wales Drama and

Role Play (continued)3. present results in a variety of ways, including oral presentations.

Pages 9–11 Play timeProgramme of study for English

Writing

1. RangePupils should be given opportunities to:3. write in response to a wide range of stimuli, including plays and stories4. use the characteristics of different kinds of writing5. write in forms which include imaginative writing, eg drama scripts.

2. SkillsPupils should be taught to:4. develop their ability to organise and structure their writing in a variety of ways using their experience of fi ction eg a story with a beginning, middle and end.

3. Language developmentPupils should be given opportunities to:1. refl ect on their use of language, beginning to differentiate between spoken and written forms.

Page 12–13 Land of the giantsProgramme of study for Science

Scientifi c enquiry

2. Communication in sciencePupils should be taught to:5. search for and access relevant scientifi c information, using ICT on some occasions.

Life processes and living things

1. Life processesPupils should be taught:1. that there are life processes, including nutrition, movement, growth and reproduction common to animals, including humans2. that there are life processes, including

growth, nutrition and reproduction, that are common to plants.

3. Green plants as organismsPupils should be taught:1. to investigate the effect on growth of changing conditions eg light, water, temperature, nutrients2. that plants need light to produce food for growth4. the main stages in the life cycle of fl owering plants.

4. Living things in their environmentPupils should be taught:1. to fi nd out about the variety of plants found in different habitats2. how plants in two different habitats are suited to their environment3. that food chains show feeding relationships 4. that nearly all food chains start with a green plant.

Pages 14–15 A village in IndiaProgramme of study for English

Oracy

1. RangePupils should be taught to:5. participate in a range of drama activities, including improvisation, role play and the writing and performance of scripted drama.

Reading

1. RangePupils should be given opportunities to:5. read texts with challenging subject matter that broadens perspectives and extends thinking.

Programme of study for Geography

1. Geographical enquiry and skillsPupils should be taught to:




The NationalCurriculum in Wales Drama and

Role Play (continued)8. identify and locate the places they are studying• study two contrasting localities including one in Wales or Europe and one in a less economically developed country.

2. PlacesPupils should be taught:3. why the locality is like this and what processes are contributing to its development5. why people’s views differ about how the locality is changing.

3. ThemePupils should be taught to:1. identify ways in which people affect the environment2. investigate ways in which people attempt to look after the present and safeguard the future environment3. recognise that people have different views about changes made to the environment.

Page 16 Points of viewProgramme of study for English

Oracy

1. RangePupils should be taught to:5. participate in a range of drama activities, including improvisation, role play and the writing and performance of scripted drama.

Reading2. SkillsPupils should be taught to:4. consider in detail the quality and depth of what they read, responding imaginatively to the plot, characters, ideas and vocabulary.

3. Language developmentPupils should be taught to:1. recognise the organisational, structural and presentational features of different types of text.

Writing

1. RangePupils should be given opportunities to:3. write in response to a wide range of stimuli, including plays and stories5. use the characteristics of different kinds of writing, eg narrative, dialogue, persuasion6. write in forms which include imaginative writing, eg drama scripts.

2. SkillsPupils should be taught to:4. develop their ability to organise and structure their writing in a variety of ways using their experience of fi ction eg a story with a beginning, middle and end.

3. Language developmentPupils should be given opportunities to:1. refl ect on their use of language, beginning to differentiate between spoken and written forms.



Voices: the merchant● ‘I’m a wealthy and successful merchant. I know better than most of the villagers.’● ‘No-one uses that part of the forest – my fi elds would make much better use of the land.’ ● ‘The villagers could work for me, rather than scratching a living from their own land.’● ‘I wouldn’t take all the water, there would still be some left for the villagers.’● ‘These people don’t know what’s best for them.’

Voices: the village children● ‘We have a right to clean, fresh water.’● ‘Water is scarce in this country and we have to fetch it everyday from the river.’● ‘Sometimes, when it is hot, there is only a little bit of water, so we have to share it out.’● ‘It isn’t fair that one man can take most of the water just because he is rich.’ ● ‘If we had to walk to the next river, we would be late for school.’

Voices: the women’s committee● ‘We need clean, fresh water to look after our families and to keep them well.’● ‘Every day we need to give our families clean water to drink so that they don’t get sick.’● ‘Clean water is essential to us for cooking, washing and cleaning.’● ‘We need water to keep our animals alive and to water our vegetable patches.’● ‘When the water is scarce, it is very diffi cult to decide how to use what little water we have.’

Voices: the village elders● ‘If the forest is destroyed, how will our people survive?’● ‘If the forest is destroyed, what will happen to all the birds and wildlife that live there?’ ● ‘Without the tree roots to bind it, the soil from the fi elds will run into the river when it rains.’ ● ‘The water will become muddy and cloudy – and will taste horrible!’● ‘Sprays used by farmers often run from the fi elds into rivers and make people sick.’

Name

DRAMA & ROLE PLAY JUNIOR EDUCATION TOPICSONLINE PHOTOCOPIABLE Photocopy or download from:

Voices of the village

Teachers’ notesUse these ‘voices’ as background information to help the children understand why the river is so important to the villagers and why they want to stand up to the merchant. Talk about the effect that climate has on the availability of fresh water and how human activity can also damage precious water supplies. Follow up with a discussion about the different ways we all use water and where our water comes from – explaining to the children that their local river may be much more important to their lives than they think!

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An unforgettable MondayScene 1: The playground.The children are playing noisily. One child sits alone, apart from the rest, reading a book.

Sam: Look at Alice, sitting there reading.

Holly: ( ) Alice! Alice! What’s wrong? Why are you sitting there all on your own?

Sam: Come and play with us. You can be ‘on’ if you like. We’ll see how long it takes for you to catch us all.

Alice: ( ) No thank you.

Holly: ( ) What’s your book about? It must be ever so interesting if you can’t bear to put it down during playtime.

Sam: Maybe she isn’t really reading it. Maybe she’s just holding it in front of her face…

Holly: ( ) Is she crying? Do you think she’s crying Sam?

Sam: Perhaps it’s a sad book.

END

• What is happening in this scene? Is Alice unhappy or does she simply want to fi nish her book? What could have upset her? Are Sam and Holly concerned about Alice, or are they being unkind to her? How are they speaking to her? Write your own stage directions in the gaps, then practise reading the scene and acting it out.• What will happen next? Write the rest of the play, adding new characters if you wish.

Play script devised by Fiona Freer

Years 3 and 4 – Extension activityName




A mysterious beginningTake me to your leader

Settings: 1. Planet Zoom. 2. The roof of the Robinsons’ house.

Cast: Evil Alien. Empress Alien. Alien 1. Alien 2. Alien 3. Mr Magpie. Mrs Sparrow. (The play

opens with sinister sound effects!)

Evil Alien: (Laughing wickedly.) Ha, ha, ha! They don’t call me The Evil Alien for nothing!

I have stolen a deadly weapon from the Alien Empress of Planet Zoom, and soon I shall

destroy the entire galaxy. But fi rst, I must test this ghastly gadget, and I know the very place.

A small and incredibly unimportant planet called… Earth.

(Evil Alien laughs again. There is a spaceship noise, followed by the sound of footsteps.)

Alien 1: Make way for the Empress of Planet Zoom!

Alien 2: What’s the matter your Mightiness?

Empress: Oh dear! Oh dear! Someone has broken into the Palace broom cupboard and

stolen my most ghastly gadget.

Alien 3: What does it look like?

Empress: It looks like a perfectly ordinary vacuum cleaner.

Alien 1: (Nervously.) Oooh. I don’t like vacuum cleaners.

Alien 2: (Very nervously.) They’re so noisy.

Alien 3: (Very, very nervously.) Very, very noisy.

Empress: This one isn’t just noisy. It’s the lightning-powered, remote-controlled, Black-Hole

Maker!

Aliens: (Together.) A Black-Hole Maker! It could swallow us all!

Empress: Exactly. So there’s only one thing to do.

Aliens: (Together.) Hide in the empty broom cupboard?

Empress: No! You three Aliens must leap inside your spaceship and track down the ghastly

gadget, using this automatic Black-Hole Detector. (There is a pinging noise.)

Alien 1: Do we have to?

Empress: Yes. The safety of the entire galaxy depends on you. Goodbye and good luck!

Alien 2: Goodbye, your Mightiness.

DRAMA & ROLE PLAY JUNIOR EDUCATION TOPICSPHOTOCOPIABLE 1 Photocopy or download from:SEE PAGES 9–11

Play number one

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Take me to your leader, cont’d

Alien 3: Goodbye, Planet Zoom. Boo hoo! (A spaceship roars!)

Alien 1: Where are we going?

Alien 2: Wherever the Black-Hole Detector takes us. (Pinging noises.)

Alien 3: I think we’re heading for a small and incredibly unimportant planet called… Earth!

Alien 1: Fasten your seat belts.

Alien 2: Prepare for landing.

Alien 3: Look out below! (Crash! Then twittery bird noises.)

Magpie: Squawk! What was that, Mrs Sparrow?

Sparrow: (She twitters.) It looked like a fl ying dustbin, Mr Magpie.

Alien 1: I think we’ve landed on a volcano!

Magpie: (Squawks scornfully.) They’ve landed on the chimney.

Alien 2: The Black-Hole Detector is still pinging. (It pings.)

Alien 3: We must be warm.

Alien 1: Of course we’re warm. It’s a volcano.

Sparrow: (Twittering crossly.) Of course they’re warm. It’s a chimney.

Alien 2: The Black-Hole Maker is down the volcano. Someone will have to climb inside.

Alien 3: It’s awfully deep and dark.

Alien 1: Well, I can’t go. I’m holding the Detector.

Alien 2: And I can’t go. I’m too scared.

Alien 3: But that only leaves me!

Aliens 1 and 2: So it does. Good luck, Alien 3!

Alien 3: Aaaaaaaaaaarh! (There is a crash as Alien 3 lands.)

Magpie and Sparrow: Now that’s going to hurt…

Alien 3: Eek! I think I’ve found the Black-Hole Maker…

Play script devised by Clare Bevan


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An exciting middleThe Brave Knight of the Bubbly Lake

Settings: 1. Inside the bathroom. 2. Outside the bathroom window.Cast: Dad. Crow. The Wise Witch. The Wicked Wizard. Toy Duck.

(The scene opens with splashy, bathroom sounds.)

Dad: Wow! I love my sparkly new swimming trunks. The label says ‘Will make you swim

like a fi sh’. I wonder if they’ll work in the bath? I’ll just add a bottle of bubbles, then I’ll have a

race with Toy Duck.

Duck: (Sadly.) Quack, quack, quack. I don’t like bubbles.

Dad: (Singing loudly and splashing.) Row, row, row your boat – Gently down the stream…

(He hears a crow squawking.) That’s funny. The garden seems very noisy today…

Crow: Caw! Caw! Dad’s singing louder than the birds, and now the Wise Witch is fl ying

through the garden. She’s breaking the speed limit on that broomstick. Caw!

Wise Witch: Help! The Wicked Wizard is chasing me on his mechanical dragon. I must

reach the Brave Knight of the Bubbly Lake before I’m turned into toast. I’ll switch my

broomstick to Top Speed. (Zooming sound.)

Crow: Caw! Things are getting worse. Here comes a fl apping dragon. (Clanking sound.)

Wicked Wizard: Go faster, Flambo! If we don’t catch the Wise Witch and turn her into

toast, she’ll fi nd the Brave Knight of the Bubbly Lake. Then he’ll rescue the Frog Princess and

I’ll lose all my magic powers. (More clanking sounds, followed by splashing.)

Dad: (Singing to the tune of ‘Row Your Boat’) Scrub, scrub, scrub your back – Splash and

splosh about – Bubbly scrubbily – Scrubbily bubbly – Did I hear a shout? (Shouts are heard.)

Crow: Caw! Dotty dragons and batty broomsticks!

Wicked Wizard: (Shouting.) Oh no! Flambo’s running out of steam. I’m going to hit that

giant beanstalk. (Bang!)

Wise Witch: (Shouting.) Oh no! I’m fl ying too fast. I’m going to crash straight through that

window. (Crash! Splash!)

Dad: Good grief. A witch on a broomstick has just landed in my bathroom! Stand back or I’ll

bash you with my trusty bath brush.


Play number two

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The Brave Knight of the Bubbly Lake, cont’d

Wise Witch: Good grief. It’s the Brave Knight of the Bubbly Lake, and he’s wearing a pair of

Enchanted Swimming Trunks! Stand back while I cast a couple of wise spells. (Magical, tinkly

sounds.)

Dad: Wow! She’s turned my bath brush into a glittering sword. And something’s happening

to the Toy Duck…

Duck: Quack, quack! Look at me. I’ve turned into a handsome swan, with real feathers and

everything.

Wise Witch: Brave Knight of the Bubbly Lake, you must leap upon your handsome swan

and follow me at once.

Dad: But I’m only wearing my sparkly new swimming trunks.

Wise Witch: Of course. That’s the whole point. You’re going to rescue the Frog Princess from

the Wicked Wizard’s Bottomless Pond, so you won’t want to wear a suit of armour, will you?

Dad: I suppose not. But I’d better pull out the plug, and comb my hair, and fold my towel,

and…

Wise Witch: No time, no time! The Wicked Wizard will soon repair his dented dragon, and if

we don’t hurry he’ll turn us all into toast. Off we go!

Dad: Oh dear. All right then. Are you ready, Handsome Swan?

Duck: (Happily.) Quack. Ready when you are, Brave Knight. This is much more exciting than

sitting in a soap dish all day. Climb aboard and let’s fl y to the rescue!

Wise Witch: To the rescue! (Whooshing noises are heard.)

Dad: Oh dear. Are you sure you know how to use those wings, Handsome Swan?

Duck: There’s only one way to fi nd out. Hold tight. (Flapping noises.) Frog Princess, here we

come… (Dad can be heard whimpering as they all fl y away.)



JET03_a1 backs.indd 4 31/01/2006, 11:38:54


A nail-biting endingWhat big teeth you’ve got

Settings: 1. The Bedroom. 2. The Stairs.Cast: Little Brother. Big Bad Wolf. Cat. Mouse. Big Sister. Axel Woodcutter. Granny. Ghost.

(The scene opens with growling noises.)

Brother: Boo hoo! Boo hoo! What big teeth you’ve got, Mister Wolf. Have you gone and

eaten my Granny?

Wolf: I never eat old ladies. They’re much too chewy. And I don’t eat little boys, either. They

taste of chips and chocolate. Yuck! Growl!

Brother: Boo hoo! So what do you like to eat? Cats? Mice?

Cat: Miaow, miaow.

Mouse: Eeek, eeek.

Wolf: (Growling loudly.) No! They’re disgusting. The only food I really like is a delicious…

(Sound of feet on the stairs. Big Sister calls happily…)

Sister: Supper time, Granny. It’s your favourite.

Brother: Oh no! My big sister Rosie is coming, and the Big Bad Wolf is sure to crunch her up

with his huge teeth. How can we save her?

Cat: Miaow. Don’t worry, little boy. We’ll stop her, won’t we Mousy?

Mouse: Eeek. Easy peasy, Cat. As soon as Rosie opens the door, chase me as fast as you

can. (A door creaks.)

Sister: Here I am, Granny. Goodness, what big teeth you’ve got…

Mouse: Eeek! Follow me, Cat.

Cat: Miaow! I’m right behind you, Mousy. (There is a Crash!)

Brother: Well done, Cat and Mouse. You’ve tripped her up.

Sister: Oooh, ouch! What happened? Are you all right, Granny?

Wolf: (Growling.) Of course I’m not all right. I’ve just been bashed by a fl ying supper tray,

and now I’m seeing things.

Brother: What sort of things?

Wolf: Nasty, goggly eyes in the wardrobe. Look!


Play number three

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What big teeth you’ve got, cont’d

Sister: Oh yes. I can see them too. (Sound of door creaking.) Come out, come out, whoever

you are.

Brother: It’s a man with a magnifying glass!

Woodcutter: Yes! It is I, Chief Inspector Axel Woodcutter of the Yard. For many years I

have been investigating the Mystery of the Missing Grannies, and at last I have caught the

Big Bad Wolf red-handed.

Sister: No wonder he’s got such big teeth. He’s eaten my Granny!

Wolf: No! I am innocent. This isn’t blood – it’s tomato ketchup from the supper tray. And I

never eat old ladies, only their delicious…

Woodcutter: Their delicious little granddaughters?

Wolf: No! Their delicious takeaway suppers.

Woodcutter: In that case – where is Granny Robinson?

(Sound of feet on the stairs. The door creaks open.)

Granny: (Cheerfully.) Did someone call me? I’ve been a bit tied up. Is it supper time yet?

Brother: Granny! You’re safe! But where have you been?

Granny: I was locked in the loft, but my kind new friend let me out with his skeleton key.

Here he is now. (Ghostly noises.)

Ghost: Woooo! Wooooo! Woooooo!

Cat: Miaow!

Mouse: Eeek!

Wolf: (Growling.) Aaaargh! It’s a ghost! I’m getting out of here. (Door creaks, then slams

loudly. Feet run down the stairs.)

Woodcutter: Well, that’s got rid of the Big Bad Wolf.

Granny: But look. He’s left his false teeth behind. Just what I need, and they’re a perfect fi t.

Everyone: Oh, Granny! What Big Teeth You’ve Got.

(The play ends with happy laughter.)



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Village map


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People in the village

The merchant The village children

The women’s committee The village elders


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© Scholastic Ltd. March 2006

educationeducation

TOPICSTOPICS© Scholastic Ltd. March 2006

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You will need to work in a group of three or four and have paper and pencils.

• Look at the three onlookers in the slapstick comedy scene. Each one of them is reacting differently to the man walking towards the banana skin. • What does their body language tell you about how they are feeling? • What does it tell you about the kind of person they are? • Write three adjectives that would describe the character of each onlooker.• Imagine each onlooker went home and told someone about what they had seen. They would probably all describe it differently. Write a short script (a sentence or two) giving the words each character would say. Act these out in front of the class and invite them to guess which character is speaking.


• Look at the movie shot showing the children’s adventure fi lm. Imagine you are the directors of this fi lm. Write the directions for what happens immediately before and immediately after this shot. • How do you think the children in the scene are feeling? Do you think they are happy and excited that they have found the treasure? Act out the scene using mime, to show how the boy and girl are feeling about the discovery.• Who do you think the treasure belongs to? Act out this character using mime.

You will need to work in pairs and have paper and pencils.

• Look at the movie shot on the poster showing the jungle explorers. In your group, briefl y plot the storyline that has led the explorers to this point in the fi lm. • Decide what happens next in the fi lm. Plan out the next scene. Will the scene end with an exciting cliffhanger?• Imagine the scene you have planned has no sound. How will you show the feelings of the characters and the mood of the scene?


• Look at the movie shot on the poster showing a scene from a cartoon.• Bring two more characters into the storyline. Who will they be? How will the mouse feel towards them?• Write notes to indicate how the storyline of this movie would develop. • Use the members of your group to act out your storyline to see if it works.

JET03_A3 backs.indd 1 03/02/2006, 11:13:54


educationeducation


educationeducation

TOPICSTOPICS


educationeducation


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• Look at the three onlookers in the slapstick comedy scene. Each one of them is reacting differently to the man walking towards the banana skin. • What does their body language tell you about how they are feeling? • What does it tell you about the kind of person they are? • Write three adjectives that would describe the character of each onlooker.• Imagine each onlooker went home and told someone about what they had seen. They would probably all describe it differently. Write a short script (a sentence or two) giving the words each character would say. Act these out in front of the class and invite them to guess which character is speaking.


• Look at the movie shot showing the children’s adventure fi lm. Imagine you are the directors of this fi lm. Write the directions for what happens immediately before and immediately after this shot. • How do you think the children in the scene are feeling? Do you think they are happy and excited that they have found the treasure? Act out the scene using mime, to show how the boy and girl are feeling about the discovery.• Who do you think the treasure belongs to? Act out this character using mime.

You will need to work in pairs and have paper and pencils.

• Look at the movie shot on the poster showing the jungle explorers. In your group, briefl y plot the storyline that has led the explorers to this point in the fi lm. • Decide what happens next in the fi lm. Plan out the next scene. Will the scene end with an exciting cliffhanger?• Imagine the scene you have planned has no sound. How will you show the feelings of the characters and the mood of the scene?


• Look at the movie shot on the poster showing a scene from a cartoon.• Bring two more characters into the storyline. Who will they be? How will the mouse feel towards them?• Write notes to indicate how the storyline of this movie would develop. • Use the members of your group to act out your storyline to see if it works.

JET03_A3 backs.indd 1 31/01/2006, 12:14:48


Tom’s surprise

Scene 1: In schoolMr Brown is talking to Tom in the corridor outside the classroom.

Mr. Brown: ( ) In all the long years of my teaching career, I have never seen work quite like this before, Tom. The punctuation is very unusual, and you have a fresh approach to using adjectives. I would be interested to know where you got these ideas?

Tom: Just out of my head, Mr Brown.

Mr Brown: Indeed? Remarkable. How old are you Tom?

Tom: I was ten just after Christmas.

Mr Brown: And do you think ten-year-olds usually produce work of this quality, Tom?

Tom: ( ) No, Mr Brown.

Mr Brown: ( ) Well, I certainly want the headteacher to see this at once, and I’ll be very interested to hear what he has to say about it…

END

• What is happening in this scene? Is Mr Brown delighted with Tom’s work, or disappointed because it is so poor? How is Tom feeling? How is Mr Brown speaking to Tom?• Write your own stage directions in the gaps, then practise reading the scene and acting it out. You could show it to a group who interpreted it differently, and compare your scenes.• What will happen next? Write the rest of the play, adding new characters if you wish.


Years 5 and 6 – Extension ActivityName




MARCH 2006 JUNIOR EDUCATION TOPICSPHOTOCOPIABLE Photocopy or download from:SEE PAGE 16

Mr Prendergast’s suitcaseScene 1: Mrs Prendergast’s garden.Two children are standing by the garden shed. Mrs Prendergast comes out of the house.

Mrs Prendergast: ( ) What are you two doing over there?

Jack: ( ) Just checking the shed for woodworm.

Mrs Prendergast: ( ) How did those panes in the window get broken?

Priya: Perhaps burglars have smashed their way inside.

Jack: Why would burglars bother with an old garden shed? Burglars aren’t interested in gardening, they want to fi nd jewellery or wallets full of money.

They all peer into the doorway.

Mrs Prendergast: Oh dear! Where has the old suitcase gone? My husband always kept it under the shelf in that corner. (She points) It’s been there ever since he died.

Jack: I can’t see anything except cobwebs. It’s very dusty in there.

Priya: It smells of old oilcans.

Jack: What did your husband keep inside the suitcase? Was it something valuable? Would burglars really want to steal it?

Priya: ( ) Maybe it’s worth a fortune!

Mrs Prendergast: ( ) I must fi nd it. I’ve got to get it back.

END


JEt03_ins bc.indd 1 31/01/2006, 10:51:19


MARCH 2006 JUNIOR EDUCATION TOPICSPHOTOCOPIABLE DRAMA & ROLE PLAY Photocopy or download from:

What’s all the drama?‘Drama’ is a word that can mean many things. Children often defi ne it as ‘acting’, but then fi nd it diffi cult to say what acting actually is. Drama can be comedy, pantomime or a TV-soap; yet a newspaper headline can read ‘Crash drama leaves 14 dead’. Drama is the exploration of the human condition. It is the perfect learning medium for almost any aspect of human life, be it taking four-year-olds under the sea or dealing with sensitive PHSE issues at Key Stage 2 or above. Drama is also a word which, sadly, can strike fear into some teachers’ hearts. This is usually due to a misconception about: a) what a drama lesson is, and b) what skills the teacher needs to teach drama. The following lists aim to dispel common myths about drama in schools and show the huge advantages it offers.

Drama myths• We don’t have time for a drama lesson. Drama need not be viewed as a lesson or a topic; it is also a learning medium. Use it to teach history, geography, science, PHSE and literacy. (This issue will show you how!)• I need to be a good actor to teach drama. No, you need to be a good teacher. There is no need to change your voice, manner or appearance in drama lessons. Stage skills need not be a part of them – although it can be argued that all teachers actually perform in front of an audience all day long.• I need the hall for drama lessons. Drama can be carried out anywhere as it need not involve movement.• I need costumes. For a play, perhaps. For lessons, the imagination can create any costumes you wish. Costumes alter the outside of the body – drama lessons should be concerned with what goes on within the mind.• I need props. Again, these are an outer accessory, and can easily be imagined or mimed.• The children have to dress as if for PE. Drama is about thinking. Trainers and shorts are not necessary, unless the drama you are planning is particularly physical or boisterous.• Drama means the Christmas play. A play is only one aspect of drama, and a limited one, where lines and moves are learned. Drama lessons have none of these restrictions.

Why teach through drama?• It has been proven that children retain knowledge learned through drama for far longer than through other teaching methods, because they are learning by experience. • Drama has enormous emotional power. It can quite literally change the way children see things.• It promotes teamwork. Solving a problem through drama can forge a tremendous bond between teacher and class, and between the children in that class.• Children who fi nd diffi culty with academic work can often excel in drama. It allows them freedom of expression. This also often applies to children with special needs, particularly those with Downs Syndrome.• Drama can be used to confront diffi cult issues that would be too sensitive to face out of role.• In an age where children are fed everything through technology, drama uses and stretches their imaginations to the full, requiring no other tools.

JET03_ins fc.indd 1 31/01/2006, 10:16:50

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