Fairy Tale Showcase

Overview

This is the final lesson in the "Fairy Tale Performance Adventure" unit. Year 2 students will perform their original fairy tales, demonstrating their understanding of drama techniques, storytelling, teamwork, and creative expression. This 60-minute session provides opportunities for confidence building, audience awareness, and reflective learning. The lesson fully aligns with the National Curriculum for England’s Drama objectives for Key Stage 1.

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National Curriculum Links

Key Stage 1 – Drama

• Pupils should be taught to:
  • Use their voices and bodies expressively and imaginatively.
  • Role play and improvise characters and narratives using dialogue and movement.
  • Work collaboratively to create and perform drama activities.
  • Respond sensitively to others’ ideas within the group.
  • Develop confidence to speak and perform in front of an audience.
• Programme of Study:
  • Pupils should be given opportunities to create, improvise and share small drama performances and use appropriate vocabulary to describe them.

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Learning Objectives

By the end of this session, all pupils will be able to:

• Confidently perform an original fairy tale developed during the unit, using voice, gesture, and facial expression to convey character (NC Drama KS1).
• Collaborate effectively with peers to present a clear narrative suitable for an audience (NC Drama KS1).
• Demonstrate understanding of performance skills such as projection, timing, and spatial awareness (NC Drama KS1).
• Reflect briefly on their own performance and that of others, using simple drama vocabulary (e.g., character, audience, expression).

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Resources

• Costume/accessory box with simple fairy tale props (hats, scarves, puppets)
• Space cleared for performance with audience seating arranged
• Timer or stopwatch
• Feedback smiley face charts for peer and teacher reflection
• Voice projection and movement warm-up cards

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Timings & Activities

1. Welcome & Warm-up (10 minutes)

• Objective: Prepare physically and vocally for performance; focus attention.
• Activity:
  • Quick vocal warm-up: “Fairy Tale Echo” – teacher says a phrase from a fairy tale; children repeat loudly and clearly.
  • Movement warm-up: “Magical Freeze Frames” – children create frozen poses of fairy tale characters; teacher calls out “Freeze!” intermittently during gentle movement.
  • Emphasise breathing techniques to help calm nerves and improve projection.

2. Final Performance Preparation (10 minutes)

• Objective: Practise key scenes or roles in small groups; check props and costume readiness.
• Activity:
  • Children split into their original story groups (3-4 children each).
  • Quiet run-through of roles with peer support.
  • Teacher circulates offering last-moment coaching on volume, clarity, and simple stage positioning.
  • Children select one or two favourite props or costume pieces to use during performance.

3. Fairy Tale Performances (30 minutes)

• Objective: Present original fairy tales confidently to an audience.
• Activity:
  • Each group performs their story (approx. 5 minutes each).
  • Audience comprises classmates, teacher, and invited guests if possible (e.g., another year group, TA, or parents).
  • Teacher or designated pupil acts as ‘stage manager’ to cue groups in and out smoothly.
  • Encourage audience to listen respectfully and use positive body language (clapping, smiling).

4. Reflection & Feedback (10 minutes)

• Objective: Encourage positive peer feedback and self-reflection using simple drama vocabulary.
• Activity:
  • Class sits in a circle; teacher models giving two “stars” (what went well) and one “wish” (something to improve).
  • Each group receives verbal feedback from peers and teacher, using sentence starters like:
    • “I liked how you used your voice when…”
    • “I noticed you worked well as a team when…”
    • “Next time, maybe try to…”
  • Children complete a simple smiley face feedback chart for their own group’s performance (happy, neutral, or thinking face).

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Assessment

• Teacher observations during performance, noting pupil confidence, voice projection, and ability to stay in role.
• Peer feedback during reflection evidences listening skills and use of drama vocabulary.
• Self-assessment charts provide insight into pupils’ awareness of their own performance strengths and areas to develop.
• Summative checklist assessing KS1 Drama programme objectives met: voice expressiveness, collaboration, narrative clarity, and reflection skills.

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Differentiation

• For SEND pupils: Provide visual cues or pictorial scripts; allow simplified roles or narrating parts rather than acting physically if needed.
• For higher-attaining pupils: Encourage use of more complex voice modulation (e.g., different accents or tones) and inventive gestures. Facilitate leadership roles such as time-keeping or directing within their group.
• For EAL pupils: Pre-teach key vocabulary around performance; visual prompts to support understanding.

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Teacher’s Notes

• Maintain a positive, supportive atmosphere to help reduce performance anxiety.
• Use praise generously to acknowledge individual and group effort.
• Record performances if possible (via tablet or phone) to share with parents and for pupils to view their own work.
• Consider sending home a “Performance Celebration” certificate for each child to acknowledge achievement.

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By concluding the unit with this vibrant, inclusive showcase, pupils will experience the thrill of shared storytelling and the power of drama as a form of communication, fulfilling vital elements of the National Curriculum while nurturing creativity and confidence.