Exploring Future Directions

Overview

A focused 55-minute lesson designed for Year 12-13 Drama students in New Zealand. This lesson supports students to reflect on their acquired drama skills and plan their future learning and performances. It aligns closely with the New Zealand Curriculum’s Arts learning area and key competencies, embedding school values of Mauri Ora through Ako and differentiation to support diverse learners including ORS-funded students.

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WALT (We Are Learning To)

• Plan effective future learning pathways in drama.
• Identify personal goals for drama projects and performances.

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Success Criteria

• Clearly identify at least three future drama goals.
• Demonstrate understanding of how current skills connect to future learning.
• Use a provided goal-setting template to plan next steps.
• Engage actively in discussions about future directions in drama.

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Curriculum Links

New Zealand Curriculum - The Arts (Drama)

• Students develop practical, creative skills to explore and express ideas.
• Encourages reflection and planning for ongoing learning.
• Supports development of Key Competencies:
  • Managing Self: setting goals, monitoring progress.
  • Relating to Others: collaborating, sharing ideas.
  • Thinking: planning, reflecting critically.

Drama Level 2-3 (NCEA Level 2-3)

• Achievement Standards develop capability to plan and contribute effectively to drama performances and projects.
• Emphasis on reflection and self-management in project planning.

School Values

• Mauri Ora through Ako: Encouraging holistic well-being and reciprocal learning.
• Manaakitanga: Fostering respect and care in collaborative planning.
• Whanaungatanga: Strengthening relationships through shared goals.
• Rangatiratanga: Empowering students’ self-management via goal setting.
• Tūrangawaewae: Supporting students in finding their place and voice in drama.

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Learning Objectives

By the end of the lesson, students will:

1. Analyse how skills gained in previous drama lessons can be applied to future projects.
2. Identify personal strengths and areas for development in drama.
3. Set realistic, measurable goals for future drama learning and performances.
4. Collaborate with peers to share and refine individual goals.
5. Apply school values to their goal-setting process.

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Lesson Plan Breakdown (55 minutes)

Time	Activity	Description	Differentiation & Support
0-5 mins	Warm-up & Focus	Energising physical warm-up with a brief reflective question: "Which drama skill have I enjoyed or improved the most this term?"	Use clear prompts; pair students to support shy or shy/reluctant speakers.
5-15 mins	Skills Reflection Mapping	Individually complete a "Skills Map" worksheet (pre-prepared) listing drama skills learned so far. Include physical, vocal, role adoption, and collaboration skills.	Dyslexia-friendly worksheet with bullet points, visuospatial layout, and icons; verbal explanations.
15-25 mins	Group Discussion: Future Applications	In groups of 3, share Skills Maps and discuss how these skills could be applied or extended in future drama projects.	Mixed ability groups to support ORS students; provide sentence starters like "I want to improve...", "I plan to use my skills in...".
25-35 mins	Goal-Setting Template Introduction	Introduce a simple goal-setting template with prompts:

1. My drama goal…
2. Why this is important…
3. Steps I will take…
4. Support I might need… Students begin drafting individual goals. | Visual templates with space for drawings or keywords; extra scaffold prompts for students needing support. | | 35-45 mins | Pair Share & Feedback | Students pair up to share their goals and offer positive, constructive feedback using a feedback checklist. | Feedback prompts provided; encourage diverse communication styles including non-verbal cues. | | 45-52 mins | Whole-Class Goal Gallery Walk | Students post goals around the room; gallery walk where everyone reads peers’ goals and leaves sticky notes of encouragement or suggestions. | Allow written or oral contribution; provide sentence stems for sticky note comments. | | 52-55 mins | Reflection & Wrap-Up | Quick verbal circle reflection: Each student states one goal and one step they will take next. Teacher consolidates links to how goals support their learning and future success. | Allow students to pass if more comfortable listening; teacher models reflection first. |

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Resources

• Skills Map worksheet (dyslexia-friendly with clear fonts and spacing)
• Goal-Setting Template
• Feedback Checklist (sentence starters)
• Sticky notes for gallery walk
• Space for physical warm-ups and gallery walk

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Differentiation Strategies

• Visual and written supports (templates, checklists).
• Verbal prompts and sentence starters for oral and written tasks.
• Group and peer support for learners with anxiety, ORS-funded students.
• Allow multiple modes for expressing ideas: verbal, written, or drawing.
• Flexible timing for goal drafting based on individual pace.
• Incorporate movement and physical activity to maintain engagement for ADHD learners.

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Extension Opportunities

• Advanced learners create a detailed timeline and action plan for their goals.
• Encourage journal entries reflecting ongoing progress towards goals.
• Facilitate mentorship opportunities where advanced students support peers in goal achievement.
• Explore connecting drama goals with other subjects or community projects.

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Assessment

• Formative assessment through observation of participation and engagement.
• Review of completed Skills Maps and Goal-Setting Templates for clarity and linkage to learning.
• Peer feedback quality during share sessions.
• Teacher anecdotal notes on self-management and reflective skills demonstrated.

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This highly structured lesson integrates physical activity, peer collaboration, reflective practice, and goal setting explicitly tied to both drama skills and the New Zealand Curriculum key competencies and values. It supports diverse learners and embeds a pathway for ongoing drama success through empowered self-directed planning. This approach links well to NCEA standards at Levels 2 and 3, enhancing students' readiness for assessment.

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If you would like, I can also create sample worksheets or templates tailored for this lesson. Would you like me to?