Drama

Scoil Cholmcille, Kilmacrennan
Whole School Plan for

Drama

n Title
Scoil Cholmcille Whole School Plan – Drama

n Introductory Statement and Rationale

(a) Introductory Statement
All staff of Scoil Cholmcille was involved in drawing up this plan. Prior to this plan, all staff attended two in-service days of drama training. Also Ms. Ferry attended the drama course funded by National Association of Youth Drama and were trained in planning of the Drama Curriculum and implementing the Drama curriculum in the school.

(b) Rationale
At Scoil Cholmcille we believe that Drama allows the children to explore their cultural heritage and new dimensions of our changing world. It also helps the children explore their emotions and how they relate to the world around them. Language plays a critical role in Drama. The Drama curriculum contributes to developing the child’s confidence in English and also Irish.

n Vision and Aims

(a) Vision
We are committed to the all round development of each child. We hope, through Drama to help the child develop confidence and enable each child to explore their emotions and engage with the environment in a safe and creative manner.

(b) Aims
We endorse the aims of the Primary School Curriculum for the Drama.
· To enable the child to become drama literate.
· To enable the child to create a permanent bridge between make-believe play and the art form of theatre.
· To develop the child’s potential to enter physically, emotionally and intellectually into the Drama world in order to promote questioning, empowering and empathetic skills.
· To enable the child to develop the social skills necessary to engage openly, honestly and playfully with others.
· To enable the child to co-operate and communicate with others in solving problems in the Drama.
· To enable the child to understand the structures and modes of Drama and how they create links between play, thought and life.

n Curriculum Planning
1. Strand and Strand Units
There is only one strand in the Drama curriculum.
It is through drama we learn ‘to explore, feelings, knowledge and ideas leading to understanding’.
The strand is sub-divided into three units

Exploring and making drama
Reflecting on drama
Co-operating and communicating in drama.

There is a Drama folder in the Drama box with other resources to act as a stimulus for Drama. These resources are not exhaustive.

2. Approaches and Methodologies
Belief is most evident in the child’s trust in and ease with make-believe play. It is the quality of this belief that the drama curriculum seeks to foster and preserve throughout the child’s life in school. The degree to which he/she can enter into the imaginative world by accepting the fiction of the drama will, to a great extent, determine both the success of his/her drama experience and the learning experiences that will result from it. Each year the teacher will agree the ground rules with the class to ensure that the children are willing to enter into drama, to work with others in sincerity and respect. Children will be taught to understand that when the drama lesson is over, so too is the land of make-believe that is created.

Each class will produce a performance once in the first term to show in the school hall in assemblies. This will increase self confidence, give the opportunity to express themselves in public and to experience being on stage. In the second term we will integrate Drama with Gaeilge which will culminate in a performance for Seachtain na Gaeilge. In the final term children from 1st-6th classes will work together as a whole school approach to create a music performance to increase confidence furthermore.
However the main focus of our drama is process drama, where children will explore topics as wide as life itself. Exploring these topics will involve children in activities such as:

Improvisation
Entering into other lives and situations
Engaging with life issues, knowledge and themes through drama
Honing and shaping drama scenes for the purpose of communicating them to others
Living through a story, making it up as they go along, solving problems in the real and fictional world.

All of this will take place at a suitable level to the age of the child.

Because drama is a holistic activity it is difficult to separate the form from the content, the affective from the cognitive, and the social development from the personal. Nevertheless we believe that educational outcomes will derive from two main sources:

The knowledge and insights gained from bringing the child’s experience to bear on the examination of a particular aspect of life through drama
The personal, social and drama skills that children gain when they enter effectively and create the world of drama.

These skills are as natural to the child as playing, the teacher has only to act as a facilitator pointing out possibilities of certain directions and avenues but leaving much of the responsibility for the exploration and its enjoyment to the child.
3. Children with Different Needs
We feel that drama offers children with special needs an opportunity to participate as fully as possible in the work of the class, to learn in a team and to excel. Teachers will ensure that these children are not over-looked in group work and that they are encouraged to engage fully with the topic being covered. Other children will also learn from the special needs child and teachers will look for opportunities to point this out.

4. Linkage and Integration
All three strand units in drama are normally covered in each lesson and are closely linked as it would be difficult to teach them as separate units. Drama is fundamentally about exploring and creating, all work is always reflected on and reviewed and this can only be best achieved in an environment of co-operation and clear communication. Drama is often integrated with other subjects particularly English and Gaeilge as well as History, R.E and SPHE. It is envisaged that, due to the increase time given in Literacy and Numeracy, that Drama will be integrated with other subjects where possible to allow for these increases.

5. Assessment and Record Keeping
Assessment will help the teacher monitor the children’s learning and development. It provides the teachers with the means of identifying the needs of individual children and enables her to create the drama contexts and to modify curriculum content in order to facilitate effective learning.
Most assessment is done through teacher observation. It will also be done through teacher designed tasks and projects. Recordings of the children’s work may occasionally be made.

6. Equality of Participation and Access
All children have equal access to drama within our school. When parts are being chosen for school performances, children who have not been given a main part before will, as much as possible, be priority.

n Organisational Planning
7. Timetable
Drama is often integrated with other subjects particularly English and Gaeilge as well as History, R.E and SPHE. It is envisaged that, due to the increase time given in Literacy and Numeracy, that Drama will be integrated with other subjects where possible to allow for these increases.

Each class will produce a performance once in the first term to show in the school hall in assemblies. This will increase self confidence, give the opportunity to express themselves in public and to experience being on stage. In the second term we will integrate Drama with Gaeilge which will culminate in a performance for Seachtain na Gaeilge. In the final term children from 1st-6th classes will work together as a whole school approach to create a music performance to increase confidence furthermore.

8. Resources and ICT
We have a good stage and hall. We have a small Drama props box. Each year we envisage adding to this. We have a Drama box with drama books and a drama folder with a variety of drama ideas and genres.

The following Drama books are available:

· ‘The Drama Ideas Bank’ , Mary Books
· ‘Classroom Drama’ by Úna Mc Cabe
· ‘101 Games for Social Skills’, Jenny Mosley and Helen Sonnet
· ‘Kidz-fiz-biz-learning through drama, dance and song’
· ‘Drama Name Games’
· ‘Primary Plays’ First and Second class
· ‘Games we can all play’
· ‘Step by Step’, Joanna Parkes and Sarah Fitzgibbon
· ‘I’m a Meteor’ Audrey Meredith
· ‘Beginning Drama’ 4-11, Joe Winston and Myles Tandy
· ‘The Complete Drama Series’ Upper level

9. Health and Safety
The safety of all our children is, as always, of paramount concern. No child may attempt anything in Drama which might pose as a threat to his/her own health or that of anyone else.

10. Individual Teachers’ Planning and Reporting
Each teacher has a folder containing our agreed plan for Drama and a set of glance cards for his/her class. Planning will reflect these objectives as is evidenced in the Cúntas Miosúil which is handed to the Principal at the end of each month.

11. Staff Development
Teachers work closely together and share their talents and strengths with each other- something which enriches practice throughout the school. The school also welcomes any additional support such as support from PCSP.

12. Parental Involvement
The school always welcomes parental involvement. We welcome support to enrich the Drama curriculum. Parents, also, provide an amazing and very appreciative audience for plays.

13. Community Links
The parent’s and wider community will be invited to class shows and performances etc.

n Success Criteria
Through assessment, observation and feedback, we feel that if we make progress in enabling the child to create a permanent bridge between make-believe play and the art form of theatre, developing the child’s potential to enter physically, emotionally and intellectually into the Drama world, promoting questioning, empowering and empathetic skills.
· developing social skills, problem solving and understanding the structures and modes of Drama and how they create links between play, thought and life.

n Implementation

(a) Roles and Responsibilities
The responsibility for implementing this plan lies with every class teacher, and also with Drama co-ordinator and the Principal.

(b) Timeframe
This policy will be implemented with immediate effect.
n Review
(a) Roles and Responsibilities
All class teachers are responsible for the implementation of the history curriculum in their classrooms, employing a variety of methodologies in doing so and that history receives its full time recommendation as allocated.

(b) Timeframe
The policy will be reviewed as required, but by June 201 at the latest.

n Ratification and Communication
The plan was ratified by the Board of Management in September 201.

Signed , Chairperson. Date

  • School Holidays

    • Christmas Holidays
      School closes on Fri 22nd Dec 2017 and will re-open on Mon 8th Jan 2018.
    • Feb Mid-term 2018
      Closed on Thurs 15th & Fri 16th Feb 2018
    • Easter Holidays 2018
      Closing for Easter Holidays on Fri 23 March & re-opening on Mon 9 April 2018.
    • May Bank Holiday 2018.
      The school is closed on Mon 7th May 2018.
    • June Bank Holiday 2018.
      The school is closed on Mon 4th June 2018.
    • Provisional Summer Closure 2018
      Provisional date for Summer Holidays is Fri 22nd June 2018.

      Please note that the above dates are subject to change.

      In the event of unforeseen closures, the Board of Management may use the first three days of the Easter Holidays to catch up on missed school days.