The National Curriculum in Wales Drama and Role Play - Scholastic

The National
Curriculum in Wales
Drama 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 techniques
Programme of study for English
Oracy
1. Range
Pupils should be given opportunities to:
1. talk for a range of purposes, including
presenting, performing live or on tape
5. participate in a range of drama activities,
including improvisation, role play and the
writing and performance of scripted drama
6. evaluate their own and others’ contributions
in responding to drama.
Reading
2. Skills
Pupils 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 movies
Programme of study for English
Oracy
1. Range
Pupils should be given opportunities to:
1. talk for a range of purposes, including
presenting and performing live or on tape
2. communicate to different audiences
5. participate in a wide range of drama activities
6. evaluate their own and others’ contributions
in responding to drama.
Pages 6–7 Chat show
Programme of study for English
Oracy
2. Skills
Pupils should be taught to:
4. listen carefully, recall and represent important
features of an argument, presentation or TV
programme
5. identify the key points made in a discussion
and make relevant contributions
6. listen to others, ask questions and follow up
the ideas
7. 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 English
3. extend their vocabulary through drama
activities and role play
4. speak with clear diction and appropriate
intonation
5. 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 periods
6. identify causes and consequences of some
events.
4. Historical enquiry
Pupils should be taught to:
1. use a range of sources to investigate historical
topics
2. ask and answer questions about the past.
5. Organisation and communication
Pupils should be taught to:
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DRAMA & ROLE PLAY JUNIOR EDUCATION TOPICS

The National
Curriculum in Wales Drama and
Role Play (continued)
3. present results in a variety of ways, including
oral presentations.
growth, nutrition and reproduction, that are
common to plants.
Pages 9–11 Play time
Programme of study for English
Writing
1. Range
Pupils should be given opportunities to:
3. write in response to a wide range of stimuli,
including plays and stories
4. use the characteristics of different kinds of
writing
5. write in forms which include imaginative
writing, eg drama scripts.
2. Skills
Pupils 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 development
Pupils 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 giants
Programme of study for Science
Scientific enquiry
2. Communication in science
Pupils 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 processes
Pupils should be taught:
1. that there are life processes, including
nutrition, movement, growth and reproduction
common to animals, including humans
2. that there are life processes, including
3. Green plants as organisms
Pupils should be taught:
1. to investigate the effect on growth
of changing conditions eg light, water,
temperature, nutrients
2. that plants need light to produce food for
growth
4. the main stages in the life cycle of fl owering
plants.
4. Living things in their environment
Pupils should be taught:
1. to fi nd out about the variety of plants found
in different habitats
2. how plants in two different habitats are
suited to their environment
3. that food chains show feeding relationships
4. that nearly all food chains start with a green
plant.
Pages 14–15 A village in India
Programme of study for English
Oracy
1. Range
Pupils 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. Range
Pupils 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 skills
Pupils should be taught to:
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The National
Curriculum 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. Places
Pupils should be taught:
3. why the locality is like this and what
processes are contributing to its development
5. why people’s views differ about how the
locality is changing.
3. Theme
Pupils should be taught to:
1. identify ways in which people affect the
environment
2. investigate ways in which people attempt to
look after the present and safeguard the future
environment
3. recognise that people have different views
about changes made to the environment.
Page 16 Points of view
Programme of study for English
Oracy
1. Range
Pupils 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
2. Skills
Pupils 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 development
Pupils should be taught to:
1. recognise the organisational, structural and
presentational features of different types of text.
Writing
1. Range
Pupils should be given opportunities to:
3. write in response to a wide range of stimuli,
including plays and stories
5. use the characteristics of different kinds of
writing, eg narrative, dialogue, persuasion
6. write in forms which include imaginative
writing, eg drama scripts.
2. Skills
Pupils 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 development
Pupils should be given opportunities to:
1. refl ect on their use of language, beginning to
differentiate between spoken and written forms.
ONLINE PHOTOCOPIABLE PAGE 3
Photocopy or download from:
DRAMA & ROLE PLAY JUNIOR EDUCATION TOPICS