Stage Directions

If you are now feeling confident enough to venture into providing drama, then take the following strategies into account when planning your sessions:

Provide a clear focus. Provide boundaries within which children can make creative choices, rather than vague imaginative leaps, with the children in general roles such as villagers, farm workers, notional friends of a character played by the teacher. Avoid having stereotypical 'character' parts, as they can distract from the issue in focus.

Provide secure structures. Use 'containing' strategies strategically that have planned elements of freedom (turn-taking moments, rituals, movement and physical tasks, drama games), with a clearly demarcated 'safe' place to sit.

Work in role. Structure the drama from within, rather than break the fragile make-believe. If you play appealing, weak characters in need of the children's help, it will elevate their sense of responsibility and resourcefulness. Communicate clearly, avoiding complex language.

Ensure relevant contexts for learning. Use content that is meaningful and appealing for the children. Work from the 'concrete' - real, tangible objects -to more abstract ideas.

Use multi-sensory resources. Use visual and tactile props to capture the children's interest and to support learning through a range of sensory modes. This is especially important in inclusive groups.

Use active learning approaches. Break up the drama with different kinds of activities (active, then calm and quiet), to help sustain concentration and create an ebb and flow of energy, and help invoke feeling engagement.

Construct the drama in small increments. Build up the make-believe slowly and painstakingly, ensuring everyone fully understands events.

Build on children's existing knowledge and skills. Provide opportunities for everyone to contribute ideas and to use their experience and capabilities at an appropriate level.

Provide cues for memory and recall. Keep a stock of basic props, hats, pictures and so on that can be called upon instantly as hooks to enable children with short attention spans to come and go without 'losing the plot'; also as objects of reference to support them in reflecting on the drama later.

Talk the children through what is happening. Explain how drama works, so that the children are supported into the make-believe, making clear when it is starting and stopping, and pausing to clarify any confusion and to draw attention to a significant development.

Minimise distractions. Avoid 'traffic' through the drama space and other possible disruptions. Keep props and other resources to hand, but concealed or out of reach until required. Timetable drama thoughtfully, allowing for time, availability of supporting staff and children's comfort and concentration.

Work to the strengths and interests of supporting staff. Brief staff clearly and negotiate their involvement, whether in a supporting character role or working strategically alongside the children.