Creative Confidence

Curriculum Area

Subject: Drama
Key Stage: KS1 (Year 1)
Area: Developing Communication, Imagination, and Teamwork through Structured Play

UK National Curriculum Link:
This lesson focuses on developing speaking and listening skills, fostering imaginative play and introducing the concept of role-play and team collaboration, consistent with the KS1 curriculum objectives for communication and language, and expressive arts and design.

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Lesson Objectives:

1. Introduction to Drama Skills: Students will practise using their bodies, voices, and expressions to tell simple stories.
2. Confidence Building: Through warm-up games and activities, students will develop self-confidence in speaking and physical expression.
3. Teamwork and Interaction: Encouraging students to collaborate with peers to create imaginative scenarios.
4. Focus and Engagement: Teaching students to actively listen and respond to others in a playful, structured environment.

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Lesson Outline

Duration: 55 Minutes
Class Structure: A mix of physical and verbal activities tailored for the developmental level of Year 1 students.

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1. Warm-Up Activities (10 minutes)

The warm-up will set an energetic and focused tone for the rest of the lesson.

a. “Pass the Expression”

• Objective: Encourage students to observe, mimic, and use facial expressions.
• Activity:
  1. Students sit in a circle.
  2. Teacher starts by making an exaggerated facial expression (e.g., surprised, happy, silly).
  3. Pass the expression around the circle, with each student trying to mimic it as dramatically as possible.
  4. Add a vocalisation (e.g., “Oh no!” for surprised, or a big laugh for happy) for added challenge.

b. “Magic Statues”

• Objective: Help students use their bodies expressively without speaking.
• Activity:
  1. Teacher models walking and stopping dramatically with a unique pose (e.g., superhero, tree, tiger).
  2. Students walk around the space, stopping and freezing in their own dramatic poses when cued by the teacher shouting, “Freeze!”
  3. Add variations like “Freeze as your favourite animal” or “Freeze as something big and strong.”

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2. Interactive Mini-Drama Activity (25 minutes)

a. Exploring Characters with “Emotion Actions”

• Duration: 10 minutes
• Objective: Teach students how to match actions to emotions and characters.
• Activity:
  1. Teacher writes simple emotions on cards (e.g., happy, sad, scared, angry, excited).
  2. Display or share one card at a time, and students act out how a character with that emotion might walk, stand, or gesture.
  3. For a challenge, combine emotions with roles: e.g., “A happy chef,” “A scared explorer,” “An excited dancer,” or “An angry wizard.”

b. Story Creation with Props

• Duration: 15 minutes
• Objective: Encourage collaboration and improvisation using imagination.
• Activity:
  1. Place a "mystery prop box" in the centre of the space (e.g., a hat, a scarf, a toy crown).
  2. Students pick a prop from the box one at a time, deciding what it “magically transforms” into (e.g., a scarf becomes a magic carpet, or a superhero’s cape).
  3. Build a group story around the objects students choose. For example:
     • The crown might lead to a story about a lost treasure.
     • The hat could start the tale of a magician who can talk to animals.
  4. The teacher narrates and gently guides, allowing students to contribute their ideas and gestures.

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3. Cool Down and Reflection (10 minutes)

a. Thank You Circle

Students sit in a circle and take turns sharing:

• One thing they enjoyed most about the drama session.
• Something they did well or felt proud of (e.g., “I liked being a tiger!”).

b. Group Breathing Exercise

• Objective: Bring the energy level down and create a sense of calm before transitioning to the next lesson.
• Activity:
  1. Students sit cross-legged on the floor.
  2. Teacher leads a short, gentle breathing exercise. Ask students to close their eyes and “breathe out the tiger” or “breathe out the wizard,” imagining their characters saying goodbye for now.

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Assessment and Differentiation

Assessment:

1. Participation: Were all students actively involved in the activities?
2. Confidence: Did they demonstrate increasing confidence with voice and movement as the session progressed?
3. Teamwork: Did they collaborate and share ideas during the group activity (story creation)?

Differentiation Strategies:

• For shy or hesitant students: Encourage participation in smaller steps (e.g., they can observe first, then join with smaller actions until comfortable).
• For confident or advanced students: Give them a leadership role in the storytelling activity (e.g., narrating or directing others).

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Materials Needed:

• Flashcards with emotions written/drawn on them.
• Box of simple props like hats, scarves, crowns, plastic glasses, or fabric pieces.
• Background music for added atmosphere during warm-ups (optional).

Teaching Notes:
This lesson cultivates emotional literacy alongside foundational dramatic skills in an age-appropriate, playful way. Adjust the energy levels depending on how students respond—if they are overly energetic after warm-ups, transition to quieter storytelling sooner.