In his/her approach to planning drama in the classroom the teacher needs to take account of a number of considerations:

• the general planning context for drama in the classroom
• the short-term and long-term content of drama
• the integration of drama with other curriculum areas
• teaching drama to multi-class groups.

The general planning context for drama in the classroom

Drama in the classroom provides children with an experience that will

• develop their drama skills
• develop their ability to use drama to enhance their learning experience in other curriculum areas
• contribute to their overall development.

This will entail long-term and short-term planning that will incorporate regular engagement with all the content objectives of the drama curriculum and ensure a consistent and imaginative use of the three prerequisites of process drama:

• content
• the fictional lens
• creating a safe environment.

In order to ensure continuity it is important for the teacher to take account of children’s previous drama experience. This will entail consultation with previous teachers and a consideration of any assessment of children’s progress and experience in drama to ascertain their level of ability and their experience of using drama for learning.

Thereafter, the teacher should plan

• to give children as wide and as rich an experience of drama as possible, consistent with their stage of development
• to set this in the various contexts of the year’s work, of periods that may comprise a number of weeks, and of each week’s work
• to achieve a balance between activity based on the children’s general experience, concerns and preoccupations, and drama arising from and integrated with other curriculum areas.