ABSTRACT
It is not our intention in this section to look at the issue of designing and planning new dramas from ‘scratch’. We do not think that this process is realistic for busy teachers who are struggling to manage the delivery of an overloaded curriculum. Planning a successful drama requires ingredients that are not usually available to classroom teachers: quality time, collaboration with experienced colleagues and the opportunity to trial the dramas with groups of children and then modify the plans. It is a central function of this book to provide tried and tested dramas and beginnings of dramas so that teachers may concentrate on the successful delivery of the teaching and learning process. Out of these experiences should emerge the kind of skills that will generate the confidence to adapt and re-design dramas for particular needs.
