ABSTRACT
This project is suitable for children between the ages of 8 and 12. It was devised for a Year 4 class (aged 8 to 9) in a school where 90 per cent of the children were British South Asian, either first or second generation, most of whom spoke a language other than English at home. The work was designed to follow on from a science-based topic on space and to explore creative and integrated ways of using ICT for both teaching and learning. All the activities took place in the classroom, with the desks and chairs cleared for the drama work. It ran as a block, taking over 75 per cent of the timetable for a week. The activities are presented in an order which suggests natural divisions between drama, literacy, ICT and art sessions. As with all the projects in this book, these are presented as guides rather than blueprints. This project is particularly well suited to team teaching. Learning intentions
To explore some key themes from The Tempest centring upon issues of power within family, gender and colonial contexts.
In English:
Critical reading and interpretation of written texts;
Questioning characters, speculating upon motive, offering advice, challenging interpretations;
Script writing, report writing, reflective writing, writing a measured argument.
In drama:
Interpreting character through careful consideration of language, gesture and costume;
Responding to and making appropriate use of symbolic objects;
Representing characters through gesture, language and symbolic objects;
Planning and presenting small improvisations;
Working from script.
In ICT:
Finding and downloading information;
Locating, reading and replying to email;
Processing digital imagery;
Creating a whole class powerpoint display.
Specific objectives https://www.niso.org/standards/z39-96/ns/oasis-exchange/table">NLS
Y4/2: T1, 2, 4. Y4/3: T1, 8, 21, 23, 24
NC Speaking and listening Key Stage 2
1a, c, e, f; 2a, b, e; 3a, c; 4a, b, c, d; 8a, b; 9c; 10a, b, c; 11a, b, c
Speaking, listening, drama objectives
Y4: 40; 42; 47
NC ICT Key Stage 2
1a; 2a; 3a, b; 4a, b, c; 5b.
