Improvisation 1

Learning intentions

We are learning to assist the teacher in setting up a role-play area.
We are learning to choose appropriate costumes, hats and props for role-play activities.
We are learning to act out stories/scenarios.

Pupils recognising that they can find relevant information in a range of sources
Pupils demonstrating a good understanding of the role of others through discussion and role-play
Pupils co-operating with others
Pupils openly discussing appropriate resources that are necessary for setting up a role-play area
Pupils eagerly responding to requests to bring in resources from home
Pupils working co-operatively within the role-play area
Pupils using appropriate language and expression within the role-play area
Pupils showing an awareness of skills that could be transferred to a variety of different settings

Provide an opportunity for pupils to research and explore the roles and responsibilities of people with different jobs, for example:

Allow them to use information from books, the Internet, TV, or visits to real settings, for example:

Set up a role-play area to give the pupils ownership of the activity. Lead questions, for example:

Encourage the pupils to bring in resources from home to enhance the role-play area.

Allow them to engage in free play in the role-play area. Have them choose their own scenarios and decide on their roles.

Support their learning by assuming the role of, for example:

to enhance their role-play. Encourage them to assume different roles within their chosen scenarios.

Extend the pupils’ learning by introducing a range of relevant and stimulating resources, for example:

Give them an opportunity to develop their roles outdoors, for example: