The Great Bake-Off

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ST Name: Kym Fox

ST Number: 40036679

Class Level: 2nd & 3rd Class

Date: 16/05/25

Time: 12:40

Duration: 30 minutes

No of Pupils: 27

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Strand

Drama to explore feelings, knowledge and ideas, leading to understanding

Strand Unit(s) / Element(s)

• Co-operating and communicating in making drama
• Exploring and making drama

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Learning Outcomes / Content Objectives

• Develop, out of role, the ability to co-operate and communicate with others in helping to shape the drama (Drama Strand).
• Discover how the use of space and objects can help in building the context and in signifying dramatic themes (Drama Strand).

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Learning Objectives

1. The child should be enabled to create and write a simple script collaboratively, demonstrating understanding of narrative structure.
2. The child should be enabled to act out a scripted scene using props and space imaginatively, applying dramatic expression and teamwork.

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Assessment

Method	Assessment of	To be recorded
Observation during activity	Pupils' collaborative script writing and acting skills, use of props and space	Notes on pupil participation, communication, and creativity
Teacher questioning	Understanding of narrative, cooperation, and dramatic role play	Responses to guiding questions

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Teacher Questioning

Lower order questions (Closed Questions)

1. What happens first in a bake-off? (I)
2. Can you name one prop we will use? (D)
3. How long will each group perform? (C)

Higher order questions (Open Questions)

1. How can you show excitement or disappointment in your acting? (D)
2. What is the best way to share roles in your group? (C)
3. How can the props and space help tell your story better? (C)

I=Introduction, D=Development, C=Conclusion

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Language & Literacy Development Opportunities

• Vocabulary building focused on baking and drama terms (e.g., script, narrative, props, teamwork)
• Collaborative script writing encourages sentence formation and sequencing
• Listening and comprehension through narration and peer performances

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Teaching Methodologies

• Talk and Discussion
• Collaborative/Co-operative Learning
• Active Learning
• Skills Through Content

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Introduction (5 Minutes)

Stimulus

• Teacher briefly introduces the theme “The Great Classroom Bake Off” with enthusiasm, explaining that pupils will be creating and acting out a short bake-off drama.
• Teacher shows a short, age-appropriate video clip or narrated description of a simple bake-off scene to provide context and spark interest.

Elicit Prior Knowledge

• Ask pupils if they have seen or participated in baking or cooking contests.
• Discuss some key features of a bake-off (competition, judges, baking, excitement).

Share Learning Intentions

• We will work together to write a short script about a bake-off.
• We will use props and act out our script with our friends.

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Development (15 Minutes)

Step 1: Group Formation (1 minute)

• Pupils split into 5 groups of 5-6, balancing abilities and personalities.

Step 2: Script Planning and Writing (8 minutes)

• Each group collaboratively decides on a simple scene for their bake-off (e.g., mixing batter, judging cakes, winning the prize).
• Teacher circulates, supporting script writing by scribing or assisting less confident writers.
• Groups incorporate simple dialogue, narration, and sound effects as part of their scripts.

Step 3: Rehearsal and Props Use (6 minutes)

• Pupils select who will narrate and who will act out parts.
• Groups rehearse their scene using props such as aprons, bowls, wooden spoons, and imaginary ingredients to build atmosphere.
• Teacher encourages creative use of space (e.g., acting as oven, judging table).
• Timer introduced to rehearse keeping performances within 1 minute.

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Conclusion (10 Minutes)

Performance & Peer Viewing

• Each group performs their bake-off scene in turn, with narration and acting.
• Performances are timed to approximately 1 minute, with flexibility but no longer than 1 minute 10 seconds.
• Peers watch attentively and show appreciation through clapping.

Reflection

• Teacher asks: What did you enjoy about acting in your group?
• How did working with your friends help the scene work well?
• What did you learn about telling a story through drama?

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Cognitive & Social Development

• Cognitive: Strengthens narrative understanding, sequencing, oral language skills, and memory through script creation and performance.
• Social: Develops teamwork, turn-taking, and respectful listening during group work and peer viewing.

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Transition

• Smooth transition back to regular classroom routine after performances with calm, guided relaxation or a quick group discussion on favourite moments.

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Universal Design for Learning (UDL)

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Pupils with fine motor difficulties	May find writing challenging	Teacher or peer scribe to support script writing	Use oral storytelling if preferred
Pupils with speech or auditory processing differences	May find narration challenging	Pair with supportive peer; use clear scripts	Encourage use of simple cues and gestures
Energetic pupils	Benefit from active, kinaesthetic involvement	Use expressive acting and varied props	Assign active roles like narrator or prop manager

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The Learning Environment

• Arrange classroom to create an open stage area for performances.
• Seating arranged to face the performance space for peer viewing.

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Resources

• Aprons x3
• Baking equipment: bowls, wooden spoons, mixing bowls (plastic or lightweight)
• Timer/stopwatch
• Whiteboard/chart paper for script writing
• Printed simple bake-off vocabulary cards

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Notes:

This drama lesson aligns with the Primary Language Curriculum and Drama curriculum strand by fostering co-operation, creativity, and dramatic skills in a realistic, familiar context. The structured yet playful activity combines narration with active learning, supporting diverse learners in developing multiple intelligences alongside social interaction. The use of time constraints encourages focus and respect for peers, essential 21st-century skills.