S.

N Pheadair agus Phil,

Droim Conrach, Co. Na M DRAMA POLICY Role of Drama in the curriculum Drama is not simply a subject, but also a methoda learning tool. Furthermore, it is one of the key ways in which children gain an understanding of themselves and of others. (J.Neelands 1992.3) By engaging feelings, knowledge, and experience in this dynamic and enjoyable way, creative and imaginative thought is stimulated and confidence and self-esteem is enhanced. (SOED. 1992.29) Introductory Statement All teachers of S.N Pheadair agus Phil were involved in drawing up this plan. . Rationale At S.N Pheadair agus Phil, we believe that Drama provides children with ways to explore the world around them. It also helps children to explore their own emotions and how they relate to the world around them. In the context of the primary school educational drama is a creative process that allows children to explore the full potential of drama as a learning experience. It is improvisational in nature and has at its aim a quest for knowledge that involves every aspect of the childs personality: spiritual, moral, emotional, intellectual and physical. In making this drama the child enters an imagined context through enacting a fiction about characters in certain circumstances, at some particular time and in some particular situation, and so can explore in a unique way conflicts issues, consequences, attitudes, emotions, concerns and preoccupations that are important to the understanding of real life.
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Vision We are committed to the all-round development of each child in our care. We hope through drama to help the child develop confidence and enable each child to explore their emotions and engage with their environment in a safe and creative manner. Aims The aims of the drama curriculum are 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 childs ability to enter physically, emotionally and intellectually into the drama world in order to promote questing, 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 and through the drama to enable the child to understand the structures and modes of drama and how they create links between play, thought and life to enable the child to acquire this knowledge of drama through the active exploration of themes drawn from life (past and present), whether they have their source in other curriculum areas or in general areas relevant to the childs life to enable the child to begin the process of translating a knowledge of drama into the active exploration of life themes from drama literature, leading to the appreciation of world drama culture to form the criteria with which to evaluate the drama texts, written or performed, to which he/she is continually exposed.
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Strands and strand units Strand: Drama to explore feelings, knowledge and ideas, leading to understanding Strand units: Exploring and making drama Reflecting on drama Co-operating and communicating in making drama Specific objectives for each year group can be found in Appendix 1 at the end of this document. Aims and objectives Drama will engage feelings e.g. knowledge and experience in a dramatic and enjoyable environment. Exploration of complex and sometimes difficult attitudes, values, and behaviour can occur in a safe and secure environment. Confidence and self-esteem will be enhanced. Continuance of make-believe play will be encouraged. Creativity and imagination will be encouraged. Opportunities for collaborative group work will be provided. Opportunities for reflection will take place. Knowledge of theatre and understanding of media will be developed. Contexts for delivering Drama Contexts can derive from various aspects of the curriculum that are relevant for the age and stage of the children being taught. Contexts may take shape from: Classroom topics Curriculum content The natural world The home and school environment Festivals e.g. Christmas, Easter Assemblies Whole school performances e.g. Christmas, St. Patricks Day Poems and stories Imagination and fantasy
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 Reality i.e. issues that arise Mixed media i.e. dance, music, art Mass media i.e. television, radio, newspapers, magazines, theatre Learning and Teaching At S.N Pheadair agus Phil teaching staff recognise the importance of ensuring that pupils have been given sufficient information and support to allow them to relate meaningfully to the situation they are to explore through drama. (SOED. 2002.3) Belief is central to all drama and should be characterised by a willingness to believe in the drama itself, sincerity in playing roles and characters, a willingness to accept the fictional consequences of drama and a willingness to explore. Each year the teacher will agree the ground rules with the class. Children will be taught that when the drama lesson ends so too is the world of make-believe that is created. This will allow children to explore a wide range of topics, some of which in other circumstances may be too sensitive to bring up. The main focus of our drama curriculum is process drama, where children will explore topics as wide as life itself. Exploring these topics will involve children in activities such as The spontaneous making of drama scenes(improvisation) Entering into other lives and situations Engaging with life issues, knowledge and themes through drama Improving 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 worlds, co-operating with others and pooling ideas Thinking about and discussing the patterns in life so that the outcome of encounters and plots will reflect their perception of how life is or might be The teaching style adopted during drama will vary according to the age, stage and topic. Situations will be employed to encourage individual, paired, group or whole class teaching and learning. This in turn will incorporate elements of cooperative group work to explore creative contexts or to prepare presentations. Educational outcomes will derive from two sources:

 The knowledge and insights gained from bringing the childs experience to bear on the examination of a particular aspect of life through drama The personal life skills, social skills 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 facilitator, pointing out possibilities of certain directions and avenues, but leaving much of the responsibility for the exploration and its enjoyment to the child. Effective learning and teaching must: Promote social inclusion and equality for all Set high and realistic expectations for all Actively engage learners and promote high self-esteem Develop commitment, responsibility and independence in learners Promote creativity, flexibility and innovation. (CEC. 2002.3) Ultimately drama should be about enjoyment, expression and achievement to foster pupils ownership of their learning and develop their self-esteem and self-confidence. Children with different needs Drama offers children with differing 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. Linkage and integration All three strand units are normally covered in each lesson and are so closely linked that they prove difficult to be taught as separate units. Drama is fundamentally about exploring and creating and all work should always be reflected on and reviewed. This can only be best achieved in an environment of co-operation and clear communication. Drama is very often linked to other subject areas, particularly English, Gaeilge, History, R.E., S.P.H.E and Music. Assessment
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Assessment will help the teacher to monitor childrens learning and development. It provides the teacher with the means of identifying the needs of individual children and enables the teacher to create the drama contexts and to modify the curriculum content in order to facilitate effective learning. Assessment is primarily done in drama through teacher observation. Equality of participation and access All children will have equal access to drama within our school. Teachers will ensure that the same children will not be repeatedly chosen for main parts. Organisational Planning Each class is time-tabled to have half an hour formal teaching time in drama each week. In addition to this, Drama is integrated into other subjects in the curriculum. Monthly assemblies take place in school, with each class taking turns. These frequently involve drama. Resources The school has a hall which is available for formal drama and assemblies. The local Community Centre is also available to us for productions. Touring theatre companies and workshops are also sometimes invited into the school. Pupils may visit theatres etc as part of school tours. Health and Safety: The safety and well-being of our children is, as always, of paramount concern. Children are never unaccompanied while on stage, there is always a teacher present, and no child may attempt anything in Drama which might pose a threat to her own health or that of anyone else. Individual Teachers Planning& Reporting: Each teacher has a copy of our agreed School Drama Policy. Her/His planning in their Yearly Scheme and Fortnightly notes will reflect these objectives as is evidenced in the Cntas Miosil which is handed to the Principal at the end of each month. Staff Development:
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Teachers work closely together to share their talents and strengths generously with each other-something which enriches practice throughout the school. The school also welcomes any PPDS/PDST support which is available. Success Criteria: This plan will be deemed successful when all classes enjoy drama and all children have the opportunity to explore their world in a safe creative manner. We believe that Drama helps to create confident children and success is evident in the children themselves. Roles and Responsibilities: The responsibilities for implementing this plan lies with the Principal and all class teachers. Time-Frame: This plan will be implemented from October 2012 and will be reviewed in October 2015 or sooner if necessary. Ratification and Communication: This policy was ratified by the Board of Management in October 2012.