Overview

A 45-minute drama session for a small group of Year 10 SEMH students centred around the "Hello Yellow" mental health awareness day. This lesson integrates drama techniques with emotional literacy and personal development to support wellbeing, resilience, and empathy, fully aligned with the National Curriculum for England's statutory requirements for Key Stage 4 Drama and Personal, Social, Health and Economic (PSHE) education.

National Curriculum Links

• Drama Programme of Study (KS4):

  • Develop and sustain a range of roles, responding to stimuli with creativity and cultural awareness.
  • Explore and communicate ideas about personal and social issues.
  • Use drama techniques to explore problems and develop empathy.

• PSHE Education (Non-statutory framework but expected within schools):

  • Develop self-awareness and emotional literacy.
  • Understand mental health and wellbeing and the importance of seeking support.
  • Foster respectful and supportive relationships.

Learning Objectives

By the end of the session, students will be able to:

1. Identify and express different emotions related to mental health using drama techniques.
2. Demonstrate empathy and understanding by exploring perspectives of others experiencing mental health challenges.
3. Collaboratively create a short devised piece inspired by "Hello Yellow" to promote mental health awareness.
4. Reflect on the importance of mental wellbeing and knowing how to access support.

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Resources Needed

• Yellow props (scarves, hats, paper, badges) to visually reinforce the Hello Yellow campaign.
• Blank cards and pens.
• Open space for movement and role play.

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Lesson Structure

1. Introduction & Warm-Up (10 minutes)

Aim: Build rapport, introduce theme, and activate creative thinking.

• Welcome and Ground Rules: Emphasise respect, confidentiality, and supportive interaction.
• Mindful Breathing Exercise (2 mins): Simple breathing to centre focus.
• Name & Emotion Game:
  • Each student shares their name and one emotion they are feeling today.
  • Teacher models using physical expression to embody an emotion.
• Yellow Object Circle:
  • Pass a yellow prop around.
  • When holding it, students state one word they associate with "mental health" or "wellbeing."

Curriculum Link: KS4 Drama — confidence and ensemble skills; PSHE — emotional literacy.

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2. Stimulus Exploration (10 minutes)

Aim: Explore mental health themes through drama stimuli related to "Hello Yellow."

• Story Prompt: Teacher briefly shares a simple scenario inspired by Hello Yellow campaign — e.g., a young person hiding their struggles but helped by a friend wearing yellow.
• Freeze Frames:
  • Students create three freeze frames showing:
    1. How the person feels alone.
    2. The moment of reaching out for help.
    3. Feeling supported or hopeful.
• Group Discussion: What emotions did these scenes portray? How do we recognise when someone might be struggling?

Curriculum Link: KS4 Drama — using drama to communicate social themes; PSHE — recognising emotions, empathy.

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3. Devised Drama Creation (15 minutes)

Aim: Students collaborate to devise a short performance promoting mental health awareness.

• Task Setup:
  • Using yellow props and the freeze frames as inspiration, students create a 3-minute piece.
  • Encourage use of physical theatre, mime, or dialogue.
• Support & Facilitation:
  • Teacher circulates to guide creativity and encourage equal participation.
  • Emphasise positive messaging — hope, friendship, and seeking support.
• Rehearsal: Run through the piece twice.

Curriculum Link: KS4 Drama — devising and performing; communication of ideas; teamwork.

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4. Performance & Reflection (10 minutes)

Aim: Perform devised work, reflect on learning and personal responses.

• Performance: Students present to each other.
• Feedback Circle:
  • Each student shares what they found impactful in their own or each other's pieces.
  • Reflect on how drama helped them think about mental health differently.
• Teacher Recap:
  • Reinforce key messages: it’s okay to talk about emotions; friendship is vital; support is available.
  • Remind students of school or community mental health resources.

Curriculum Link: KS4 Drama — peer evaluation and reflection; PSHE — developing self-awareness and understanding wellbeing.

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Assessment

• Formative: Observations of participation, empathy demonstrated in freeze frames and devised work.
• Summative: Teacher records a brief narrative assessment of how the student:
  • Expresses emotions through drama.
  • Works collaboratively.
  • Demonstrates understanding of mental health themes.
• Self-Assessment: Students complete a simple traffic light card at the end:
  • Green: I understand mental health better and feel confident talking about it.
  • Amber: I am still unsure about some things.
  • Red: I need more help or support.

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Differentiation & SEN Support

• Allow flexibility in role assignment, encouraging students to express through movement or speech as preferred.
• Use visual and tactile prompts (props, cards).
• Scaffold discussion questions for students needing more support.
• Provide safe space to opt-out or observe at any point.

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Extension Ideas

• Invite students to contribute to a whole-school Hello Yellow display using drama-inspired artwork or written pledges.
• Record devised pieces and reflect on them in a later session focusing on digital storytelling for mental health awareness.

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Final Notes

This lesson uses the power of drama not only as an artistic practice but as a vehicle for mental health dialogue and emotional wellbeing. It honours the National Curriculum’s call to explore meaningful social issues through creative expression and fosters SEMH pupils’ resilience and voice in a nurturing environment.