Jungle Adventure

Overview

This 30-minute drama session, designed for a small group of 5 special needs pupils at Fountain Head House School (Primary, Years 1-6), immerses children in a sensory and imaginative journey through the jungle. It is carefully adapted to support Pupil A’s unique needs, incorporating objects of reference for routines, motivating sensory props, and adult-led interaction. The session aligns closely with the National Curriculum for England’s key stage 1 and 2 Drama objectives, focusing on creative expression, communication, and collaboration while embedding sensory and emotional regulation strategies.

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National Curriculum Links

Key Stage 1 & 2: Drama - English Programme of Study

• Performing and participating in drama activities: Explore and improvise ideas in role and situations in a variety of drama forms.
• Responding to drama: Play collaborative roles, responding to others through verbal and non-verbal expression.
• Communicating ideas: Use voice, gesture and movement to communicate ideas and feelings.
• Understanding intention and context: Recognise and respond sensitively to the emotions and perspectives of characters or other performers.
• Personal, social and emotional development: Works with others and manages feelings and behaviour appropriately (also in line with the Early Years Foundation Stage where applicable).

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Learning Objectives

By the end of the session, pupils will:

• Explore the concept of a “jungle” through multi-sensory drama experiences, encouraging self-directed play and problem-solving (NC Drama KS1/2: improvisation and role play).
• Communicate using verbal and non-verbal methods, supporting Pupil A’s emerging interaction skills with an emphasis on visual and sensory cues (NC Drama: communication through gesture and movement).
• Collaborate with peers in simple drama-based tasks, noticing and responding to others’ emotions and actions (NC PSHE: social interaction and emotional literacy).
• Experience structured yet flexible routines with clear transition cues using objects of reference, helping Pupil A anticipate and manage change (In line with SEN Code of Practice / Autism Education Trust).
• Use sensory calming strategies when signs of frustration occur to regulate emotional responses and maintain engagement.

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Resources and Materials

• Objects of reference cards: Small jungle-related objects (leaf, flower, animal figure) used as routine cues
• Sensory props: Soft fabric jungle vines, textured leaves, rubber snakes, rain stick (audio)
• Visual aids: Colourful jungle backdrop poster, laminated animal images
• Soundscape: Jungle sounds playlist (bird calls, water trickling, insects) via speaker
• Motivating object: Favourite toy or tactile object for Pupil A for adult-led interaction

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Session Structure

Time	Activity	Details & Accommodation
0-5 min	Welcome & Routine Introduction	- Use an object of reference (e.g. leaf) to signal start. Check-in with Pupil A using motivating object. - Warm-up: simple stretching like reaching for “jungle vines” (soft fabric). Encourage verbal/non-verbal responses.
5-12 min	Sensory Jungle Exploration	- Listen to jungle sounds (rain stick, bird calls). Children hold/textured props, feeling “jungle environment.” - Adult narrates sensory details, modelling expressive voice and gestures. - Pupil A encouraged to explore props independently but supported intensively by adult interaction to model engagement and shared attention.
12-20 min	Imaginative Role Play – The Jungle Journey	- Children choose animals from images or figures, take turns mimicking movements and sounds. - Adult models and supports communication for Pupil A with clear, slow prompts, linked to visual cues. - Encourage group turn-taking and eye contact with prompts and positive reinforcement. - Use motivating object to re-engage if attention fades.
20-27 min	Problem-solving Task: Crossing the River	- Setup a soft mat “river” area; children figure out how to cross without “touching water” using stepping stones (cushions). - Supports Pupil A’s problem-solving and movement skills. - Adult supports self-directed play and group cooperation, using calming strategies if frustration arises (e.g., deep breaths, gentle reassuring touch).
27-30 min	Cool Down & Goodbye Routine	- Use an object of reference (flower) to signal session is ending. - Gentle stretching and quiet listening to jungle sounds. - Adult uses motivating object with Pupil A for positive closure and signals next activity.

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Differentiation & Accommodations for Pupil A

• Use of objects of reference to provide routine predictability and reduce anxiety.
• Motivating object used throughout for engagement and to prompt participation during partner or group activities.
• Adult-led intensive interaction: Adult maintains close proximity and models expressive communication (verbal/non-verbal), scaffolding Pupil A’s responses.
• Sensory considerations: Avoid overwhelming stimuli; volume control on audio, soft tactile props preferred, pauses built in for sensory breaks.
• Calming strategies: Pre-planned cues (e.g., deep breathing with adult guidance, quiet corner nearby if needed), ensuring emotional regulation support.
• Encouragement of strengths: Tasks promoting visual memory (e.g., animal images) and problem-solving (river crossing) integrated to build confidence.

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Assessment & Reflection

• Formative assessment: Adult observes and notes Pupil A’s non-verbal participation, turn-taking, and responses to sensory stimuli. Changes in engagement or frustration signs noted.
• Peer interaction: Note instances of shared attention, mimicry, or interaction with peers during role play.
• Self-regulation: Monitor use of calming strategies and adult support needs.
• Next steps: Identify which sensory props and objects of reference helped most and plan to incorporate them into future sessions to further develop communication and social skills.

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Final Notes

• Foster a positive, warm adult-child relationship by maintaining eye contact, using encouraging tone and clear body language throughout the session.
• Maintain flexibility in pacing and structure but keep routines clear through visual and object cues to help all pupils feel secure.
• Use expressive, animated communication to build atmosphere and engagement while supporting Pupil A’s sensory and interaction needs.

This session supports the National Curriculum’s intention to develop confident communicators who enjoy exploring and expressing ideas through drama, tailored to meet individual needs through sensory and emotional scaffolding.