MONTH: September
CONTENT/OBJECTIVES:
Drama
Yr. 2
What do I want the children to learn about?
Strand:
Drama to
explore
feelings,
knowledge &
ideas, leading
to
understanding
Compile a drama contract to be signed by the class
CLASS: 6th
What METHODOLOGIES will I
use to help the children learn?
Hot Seating, Group work,
Freeze frame, Teacher-in-role
Resources
Drama Pack – Drama
Games, SESE Pack September
Theme: Life in Ireland since the 1950’s
Strand Unit:
Exploring & Making Drama
 Having studied about life in Ireland from 1950 - present in
SESE, divide the class into groups giving each group a decade;
50’s, 60’s, 70’s, etc. and in their groups the children discuss
what family life was life in their decade, focusing on family
roles, daily chores etc.
 When instructed by ‘teacher-in-role’ as photographer each
group positions themselves as if their photo is being taken and
when instructed they ‘freeze’ (in role) as the shot is taken
Strand Unit:
*Each drama lesson will begin
with a warm-up game*
Reflecting on Drama
 Participate in hot-seating - select some of the members of the
family for hot-seating; the class question them while they are ‘in
character’.
Strand Unit:
Co-operating & communicating in making
Drama
 Develop, out of role, the ability to co-operate & to communicate
with others in helping to shape the drama.
Integration:
SESE - History
DIFFERENTIATION of objectives, pace, teaching style, support, resource, task, outcome, grouping and questioning will be evident in classrooms in Scoil
Mhuire in order to enable groups of students with diverse learning characteristics to participate in the mainstream programme.
ASSESSMENT STRATEGIES USED: Teacher Observation, Teacher designed tasks and tests, work samples, portfolios and projects, curriculum profiles,
diagnostic and standardised tests where relevant.
VOCABULARY DEVELOPMENT: Teachers will continuously expose, and use new relevant words/terms in order to broaden and develop the child’s vocabulary.
MONTH: October
CONTENT/OBJECTIVES:
Drama
Strand:
Drama to
explore
feelings,
knowledge &
ideas, leading
to
understanding
Yr. 2
What do I want the children to learn about?
Theme: Drama Games
Strand Unit: Exploring & Making Drama
 Engage the children in drama games: Walking on a busy
street, Lyrics Board, Fizz-buzz
 Divide class into groups of 4-5 give each group a themeat a concert, gossiping neighbours, a group of teenagers
stopped by the police, a bank robbery, etc.
 Each group must create a still image based on their given
theme. The rest of the class try and guess what scene
each group is portraying.
CLASS: 6th
What METHODOLOGIES will I
use to help the children learn?
Still Image, Group Work, Drama
Games, Thought-tracking
Resources
Drama Pack – Drama
Games
*Each drama lesson will begin
with a warm-up game*
Strand Unit: Reflecting on Drama

Thought-tracking.
Strand Unit: Co-operating & Communicating in making
Drama
 Develop, in role, the ability to co-operate and
communicate with others in helping to shape the drama.
DIFFERENTIATION of objectives, pace, teaching style, support, resource, task, outcome, grouping and questioning will be evident in classrooms in Scoil
Mhuire in order to enable groups of students with diverse learning characteristics to participate in the mainstream programme.
ASSESSMENT STRATEGIES USED: Teacher Observation, Teacher designed tasks and tests, work samples, portfolios and projects, curriculum profiles,
diagnostic and standardised tests where relevant.
VOCABULARY DEVELOPMENT: Teachers will continuously expose, and use new relevant words/terms in order to broaden and develop the child’s vocabulary.
MONTH: November
CONTENT/OBJECTIVES:
Drama
What do I want the children to learn about?
Strand:
Theme: World War II
Strand Unit:
Drama to
explore
feelings,
knowledge &
ideas, leading
to
understanding
What METHODOLOGIES will I
use to help the children learn?
Hot-seating, Thought-tracking,
Mime, Children-in-role,
Conscience Alley
Exploring and Making Drama
 Drama based on “Being a child during the Blitz” (Hotseating, children-in-role)
 Mime based on “The Chronicles of Narnia – The Lion, the
Witch & the Wardrobe”. The children (in groups) enact
how they would react as they find there is a new world at
the back of the old wardrobe, miming what they find.
(Mime & thought-tracking)
Strand Unit:
CLASS: 6th
*Each drama lesson will begin
with a warm-up game*
Resources
SESE Pack – Nov/Dec,
Reflection Ques. –
Drama Pack, You Tube
extract – Lucy comes
through the wardrobe
– “The Lion, the Witch
& the Wardrobe”
Reflecting on Drama
 Questioning (see drama pack for reflection questions)
 Written personal account in diary form of ‘Being a child
during the Blitz’.
DIFFERENTIATION of objectives, pace, teaching style, support, resource, task, outcome, grouping and questioning will be evident in classrooms in Scoil
Mhuire in order to enable groups of students with diverse learning characteristics to participate in the mainstream programme.
ASSESSMENT STRATEGIES USED: Teacher Observation, Teacher designed tasks and tests, work samples, portfolios and projects, curriculum profiles,
diagnostic and standardised tests where relevant.
VOCABULARY DEVELOPMENT: Teachers will continuously expose, and use new relevant words/terms in order to broaden and develop the child’s vocabulary.
MONTH: December
CONTENT/OBJECTIVES:
Drama
Strand:
Drama to
explore
feelings,
knowledge &
ideas, leading
to
understanding
Yr. 2
CLASS: 6th
What do I want the children to learn about?
What METHODOLOGIES will I
use to help the children learn?
Theme: Holidays
Hot-seating, Children-in-role
Strand Unit:
making Drama



Divide pupils into groups of 4; explain that they are
members of a family that own this suitcase. The case
was lost when they were coming back from their holidays
but it’s just been delivered back to them. Each member
must pick an object and tell its story.
Pupils are given some time to plan out their story.
Pupils as families are then hot seated and asked
questions about their objects.
Strand Unit:

Co-operating and Communicating in
Resources
Holiday Objects: sun
tan lotion, swimming
costume, towel,
sandals, hat, scarf,
gloves, t-shirt,
suitcase
*Each drama lesson will begin
with a warm-up game*
Reflecting on Drama
Draw a family holiday photo that tells their holiday
story.
DIFFERENTIATION of objectives, pace, teaching style, support, resource, task, outcome, grouping and questioning will be evident in classrooms in Scoil
Mhuire in order to enable groups of students with diverse learning characteristics to participate in the mainstream programme.
ASSESSMENT STRATEGIES USED: Teacher Observation, Teacher designed tasks and tests, work samples, portfolios and projects, curriculum profiles,
diagnostic and standardised tests where relevant.
VOCABULARY DEVELOPMENT: Teachers will continuously expose, and use new relevant words/terms in order to broaden and develop the child’s vocabulary.
MONTH: January
CONTENT/OBJECTIVES:
Drama
Strand:
Yr. 2
What do I want the children to learn about?
Theme: Improvisation based on First Liners
Strand Unit:
Exploring and Making Drama
Co-operating and Communicating in making Drama
Drama to
explore
feelings,
knowledge &
ideas, leading
to
understanding



Put children in groups of four and give each group a first
line which becomes the 1st line of their improvisation, e.g.
‘You call this food? Are you an alien too? Stick ‘em up!
Where’s your ticket? Do you want to know a secret? And
here she is, the world’s most beautiful model......’ etc.
Children are given time to discuss their improvisation.
They should plan their drama by answering the questions
Who? What? Where? And When? This should focus the
drama and give everyone a clear indication of what their
role is within the improvisation
When the groups have had time to plan and practice their
drama, encourage each group to share their
improvisations with the rest of the class.
Strand Unit:
CLASS: 6th
What METHODOLOGIES will I
use to help the children learn?
Children-in-role, Small group
improvisation
Resources
Drama Pack – Quick
Improvisations,
Character Profile,
“Drama Ideas Bank” –
Mary Brooks
*Each drama lesson will begin
with a warm-up game*
Reflecting on Drama
Children could develop a character profile of their role
within the drama.
 Complete Worksheet (See Drama Pack)

DIFFERENTIATION of objectives, pace, teaching style, support, resource, task, outcome, grouping and questioning will be evident in classrooms in Scoil
Mhuire in order to enable groups of students with diverse learning characteristics to participate in the mainstream programme.
ASSESSMENT STRATEGIES USED: Teacher Observation, Teacher designed tasks and tests, work samples, portfolios and projects, curriculum profiles,
diagnostic and standardised tests where relevant.
VOCABULARY DEVELOPMENT: Teachers will continuously expose, and use new relevant words/terms in order to broaden and develop the child’s vocabulary.
MONTH: February
CONTENT/OBJECTIVES:
Drama
Strand:
What do I want the children to learn about?
Theme: The Tasks of Hercules
Strand Unit:
Drama to
explore
feelings,
knowledge &
ideas, leading
to
understanding
Exploring & Making Drama
 Help to plan dramatic activity to include the particular
tension and suspense appropriate to the theme being
explored.
 Using the Greek legend “The Tasks of Hercules” (SESE
Pack) as a stimulus, the children build their own drama
based on the legend; i.e. write their script, decide on
costumes and props.
Strand Unit:
CLASS: 6th
What METHODOLOGIES will I
use to help the children learn?
Children-in-role, Role on the
Floor (see Drama Pack),
Thought-tracking
Resources
SESE Pack – Feb/Mar,
Drama Pack, Props and
costumes relating to
drama to be brought
in by the children
*Each drama lesson will begin
with a warm-up game*
Reflecting on Drama
 Recall their thoughts and feelings after participating in
the drama, while still in character.
DIFFERENTIATION of objectives, pace, teaching style, support, resource, task, outcome, grouping and questioning will be evident in classrooms in Scoil
Mhuire in order to enable groups of students with diverse learning characteristics to participate in the mainstream programme.
ASSESSMENT STRATEGIES USED: Teacher Observation, Teacher designed tasks and tests, work samples, portfolios and projects, curriculum profiles,
diagnostic and standardised tests where relevant.
VOCABULARY DEVELOPMENT: Teachers will continuously expose, and use new relevant words/terms in order to broaden and develop the child’s vocabulary.
MONTH: April
Drama
Strand:
Yr. 2
CONTENT/OBJECTIVES:
What do I want the children to learn about?
Theme: Greek Legends – Daedalus and Icarus
Strand Unit: Exploring and Making Drama

Drama to
explore
feelings,
knowledge &
ideas, leading
to
understanding



The teacher enters in role, as a Greek herald and tells the
class the tale of “Daedalus and Icarus”.
Teacher then instructs groups that they must create a still
image of Daedalus and Icarus in an anxious pose, concentrating
on facial expression, (a) worrying about how they will leave the
island and get their freedom/ (b) how they will use the wings
Daedalus has just made.
Using the spotlighting technique, teacher explains that she
will now throw a spotlight on each of the groups by counting
down from 3, 2, 1 and freeze!
When she reaches freeze, the group should hold their pose
and the other groups look on. Each group holds its image for a
few seconds as the spotlight moves on.
CLASS: 6th
What METHODOLOGIES will I
use to help the children learn?
Teacher in role, Visualisation,
Still Image, Spotlighting,
Thought-tracking
Resources
SESE Pack – April,
Drama Pack
*The Story of the Táin needs
to be covered before entering
into this drama.
*Each drama lesson will begin
with a warm-up game*
Strand Unit: Reflecting on Drama

Reading the ‘frozen’ images in more detail- thought tracking.

The teacher encourages the children to engage in thought
tracking as a method of reflection. She tells the groups that
when she places her hand on their shoulders that she would like
if they could share with the group what emotions, thoughts,
ideas that are going on in their characters heads.
DIFFERENTIATION of objectives, pace, teaching style, support, resource, task, outcome, grouping and questioning will be evident in classrooms in Scoil
Mhuire in order to enable groups of students with diverse learning characteristics to participate in the mainstream programme.
ASSESSMENT STRATEGIES USED: Teacher Observation, Teacher designed tasks and tests, work samples, portfolios and projects, curriculum profiles,
diagnostic and standardised tests where relevant.
VOCABULARY DEVELOPMENT: Teachers will continuously expose, and use new relevant words/terms in order to broaden and develop the child’s vocabulary.
MONTH: March
CONTENT/OBJECTIVES:
Drama
Strand:
Yr. 2
What do I want the children to learn about?
Theme: Improvisation with a set of characters and a
situation
CLASS: 6th
What METHODOLOGIES will I
use to help the children learn?
Children in role, Improvisation,
Conscience Alley
Strand Unit:
Exploring & Making Drama
Co-operating & Communicating in making Drama
Drama to
explore
feelings,
knowledge &
ideas, leading
to
understanding




Put children in groups and give each group a set of
characters and a situation (see drama pack for stimuli,
11-20).
Children are given time to establish their roles and
discuss their improvisation. They should plan their drama
by answering the questions Who? What? Where? And
When? This should focus the drama and give everyone a
clear indication of what their role is within the
improvisation.
Some of the situations need resolution (conscience alley)
When the groups have had time to plan and practice their
drama, encourage each group to share their
improvisations with the rest of the class.
Strand Unit:

Resources
Drama Pack-Drama
Ideas Bank, pg. 22 (1120), Reflection
Objectives and
Matching Questions
*Each drama lesson will begin
with a warm-up game*
Reflecting on Drama
Reflective questions and discussion on the drama
DIFFERENTIATION of objectives, pace, teaching style, support, resource, task, outcome, grouping and questioning will be evident in classrooms in Scoil
Mhuire in order to enable groups of students with diverse learning characteristics to participate in the mainstream programme.
ASSESSMENT STRATEGIES USED: Teacher Observation, Teacher designed tasks and tests, work samples, portfolios and projects, curriculum profiles,
diagnostic and standardised tests where relevant.
VOCABULARY DEVELOPMENT: Teachers will continuously expose, and use new relevant words/terms in order to broaden and develop the child’s vocabulary.
MONTH: May
Yr. 2
CLASS: 6th
Drama
Strand:
Drama to
explore
feelings,
knowledge &
ideas, leading
to
understanding
CONTENT/OBJECTIVES:
What do I want the children to learn about?
Theme: Puppets
Strand Unit:
Exploring & Making Drama
Co-operating & Communicating in making Drama




Find a partner-teacher encourages children to walk with
their eyes closed around the room. When the teacher
calls out ‘Freeze’, they must stop and reach out to the
person closest to them. This person is now to become
their partner. If some children have not found a partner,
they must keep their eyes closed and put their hands up.
The teacher will then intervene and find the children in
question a partner.
Ventriloquists: Discussion based on ventriloquists.
Discussion on suitable themes for pair work
Depending on the ability of the class, they can choose
their own theme or the teacher can help and guide them
towards a suitable idea.
One child operates the ‘puppet’ as a ‘puppeteer’ and the
other is the ‘puppet’.
Strand Unit:
What METHODOLOGIES will I
use to help the children learn?
Spotlighting, Improvisation,
Children in role, Sound-tracking
Resources
Drama Pack – Lesson
Plan: Puppets
*Each drama lesson will begin
with a warm-up game*
Reflecting on Drama
 Using the spotlight technique teacher moves from pair to
pair to view improvisations
DIFFERENTIATION of objectives, pace, teaching style, support, resource, task, outcome, grouping and questioning will be evident in classrooms in Scoil
Mhuire in order to enable groups of students with diverse learning characteristics to participate in the mainstream programme.
ASSESSMENT STRATEGIES USED: Teacher Observation, Teacher designed tasks and tests, work samples, portfolios and projects, curriculum profiles,
diagnostic and standardised tests where relevant.
VOCABULARY DEVELOPMENT: Teachers will continuously expose, and use new relevant words/terms in order to broaden and develop the child’s vocabulary.
MONTH: June
Yr. 2
CLASS: 6th
Drama
Strand:
Drama to
explore
feelings,
knowledge &
ideas, leading
to
understanding
CONTENT/OBJECTIVES:
What do I want the children to learn about?
Theme: Mime
Strand Unit:
Exploring & Making Drama


Divide the class into groups of 2/3/4. Ask them to
devise a short mimed story based on one of the
‘Entertainment related movement’ mime scenarios (21-32)
found in the Drama Pack.
Encourage each group to develop a sequence of their
mimes … by considering that something unusual happens
during their mime!
Strand Unit:
What METHODOLOGIES will I
use to help the children learn?
Mime, Still Image and Montage
Resources
Drama Pack, The
Drama Ideas Bank.
*Each drama lesson will begin
with a warm-up game*
Reflecting on Drama
 Discuss what worked well in each group mime. Discuss the
power of mime.
 Groups compose a still image/picture to illustrate a
moment from the mime
DIFFERENTIATION of objectives, pace, teaching style, support, resource, task, outcome, grouping and questioning will be evident in classrooms in Scoil
Mhuire in order to enable groups of students with diverse learning characteristics to participate in the mainstream programme.
ASSESSMENT STRATEGIES USED: Teacher Observation, Teacher designed tasks and tests, work samples, portfolios and projects, curriculum profiles,
diagnostic and standardised tests where relevant.
VOCABULARY DEVELOPMENT: Teachers will continuously expose, and use new relevant words/terms in order to broaden and develop the child’s vocabulary.