1. Drama-Mania @Fuhua Primary School Integrating drama into literature
Mr John Low, Research Activist and Team Member
Mdm Mahiran Mohamed, School Staff Developer and Team Leader
Miss Yee Cai Ying, English Language Level Head
Mrs Poh Chai Ying, Level Level Manager for Primary 1 and Team Member
Miss Lee Ling Ling, Asst Level Manager for Primary 1 and Team Member

2. Background MOE Initiative: Teach Less, Learn More (TLLM)
Engaged Learners
Research Project and School Curriculum Innovation
School Level
MOE English Language Syllabus + school profile and needs
- Oracy and Confidence
School Level
The need to develop oracy in pupils is also in alignment with the Ministry of Education (MOE) English Syllabus 2010 (Primary) that aims to develop in pupils a positive disposition towards Active Listening and Viewing.
Pupils’ leadership is part of the school strategic thrust of holistic development of pupils. For a pupil to lead, one must have the confidence to speak up with an underlying condition that pupils’ contributions are recognized and valued.
Data also revealed that only a small percentage lower primary pupils are speaking English language most frequently in the home environment meaning that majority of pupils are non-English speakers in social contexts outside school.
The school thus hopes to build the confidence and fluency during the early childhood years through the introduction of drama within curriculum. We hope to see pupils being able to speak fluently, develop ideas and sustain talks using English Language with confidence. Therefore pupils must develop active listening skills and thinking skills which are required of a confident and fluent English Language speaker.

3. Structure of Integration + Processes
MOE English Curriculum
STELLAR Curriculum
+ drama techniques, exercises and presentations
- Planning as a team and training the team (OJT)
Strategies for English Language Learning and Reading (STELLAR) aims to strengthen both language and reading skills as well as promote a positive attitude towards reading in the foundational years through the use of well-established, learner-centred and developmentally appropriate pedagogical approaches using authentic children's literature.
With integration of drama techniques, exercises and presentation, we extended the pupils’ use of spoken language beyond the reading. Drama fosters greater interactions between children or children with adults that involved the specific use of speech patterns and own imaginations to be engaged in the given contexts. Drama within curriculum thus not only creates opportunities for creative thinking, meaningful dialogues and purposeful play, it also creates a safe environment where children’s contributions are valued and the acquisitions and learning of language are facilitated.

4. Curriculum Integration
Selection of theme and books
Integrating appropriate drama exercises and
techniques (volume control, voice projection, freeze frame,
hot seating etc) to into specific books to
facilitate and build on pupils’ experiences
Drama contract and routine (contract)
Integrating IT and green screen technology to
further enhance oracy (e.g The Best Pet)
For example: a training session was conducted for the pupils to introduce the drama techniques of freeze frame. This technique is repeated in other books integrated with drama to further enhance experiences and develop new skills.
Drama contract is established with the pupils before the start of drama programme to establish expectations and routine. 4

5. Our Drama Contract _____________________________ (Class)
During the drama lesson:
We agree to show Care by:
not teasing or making fun of each other
not boasting or showing off
  We agree to show Respect by:
- working together
- encouraging each other
- taking turns
- ‘pass’ if we need time to think
- trying to take part because each can contribute differently
- listening to each other attentively
- allowing my teammate / presenters to finish speaking before questioning/suggesting
- respecting each other’s contribution
- asking or speaking politely to clarify/respond
believing in the fictions :
when the lesson is over ,the drama is over !

6. Implementation and Review
Processes in class
Reading of story (set context)
Discussion (stimulate thinking)
Drama component: Freeze frame, hot seating, writing scripts, etc (extend context, stimulate critical thinking & imagination, enhance oracy and cooperation)
Review - engaged learning resulted in
- more creative thinking, greater awareness of learning, better oracy skills and cooperative skills

7. Hands-on activities Breathing and relaxation Concentration
Physical Movement
Physical expression and imagination

8. Websites Why drama games?: http://www.dramaed.net/whydramagames.htm
Games and techniques
(video)
Local organisation