Drama Ideas for seal planning

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Drama Ideas for SEAL Planning

Year: R

Theme: Getting on and Falling out

Games (can be used as part of a lesson or at other times during the week)

  • Walk Together

Everybody finds a space in the room. On a given signal (verbal), everyone starts walking using all the space. On a second signal (verbal), everybody stops walking. Try again with a visual sign. Then try to stop and start together with no signal.

  • Mirrors

In pairs, A reflects B’s movements as exactly as possible. Make sure movements are not too fast. On a given signal swap over – try to keep the flow of movements each time there is a swap over.

One person starts by ‘shooting’ the person next to them by pointing and saying ‘Zip!’. The next person passes a ‘zip’ around etc. When everyone is confident with this, introduce ‘boing!’. Anyone may now change the direction of travel by raising their hand and forearm and saying ‘boing!’. The ‘zip’ is then passed round the circle the other way. Finally, a ‘zap!’ is introduced. Here, anyone may pass the travel across the circle by pointing at somebody and saying ‘zap!’ – eye contact is essential. Each child is only allowed one boing and one zap in a game.

  • Sausages

Children ask each other questions and can only answer with the word ‘sausages’. They must both try not to laugh.

  • Make friends and argue

Working with a partner – they should talk to each other, making friends – saying nice things about each other – give compliments etc. On a given signal, pair should start to argue – be as nicely nasty as possible! On another signal, pair should make friends again! Then find a new partner and repeat. Discuss how they feel when they are making friends and arguing.

Activities (linked to planned lessons)

Conflict Resolution

(May take several sessions)

Read through story about Miriam stopping frequently to explore some of the following ideas.

  • Story wand to recap sections of story – tell story and use wand to point to children to fill in the gaps or answer questions

  • Use drama faces and voices to show how characters feel at different parts of the story

  • Partner/small group work to re-enact different parts of the story

  • Child is shy – use thought tracking to say how they feel because they won’t speak

  • Mime playing – what do they like playing with at school? Talk about people liking different things

  • If somebody is already playing, what can we do to join in? Use teacher in role to explore options

  • Forum Theatre – adults in role doing the wrong thing – children to suggest ideas about the right thing. Re-play the scene with their ideas – how is it different, how does the outcome change?

  • Drama Gateways – making the right choice about playing with others

  • Link to Oxford Reading Tree book ‘At School’


Get the children to help set up a simple obstacle course. Blindfold half the children and ask them to make their way to the other side of the room – do they want to? Why/why not? What would make it easier? Ask children who are not blindfolded to help their friends across the room.

Work in small groups/pairs to mime some scenarios that might happen in the classroom. Eg. One person trying to reach the pencils but can’t, a friend passes them over etc.

Work in small groups to create an object – all become different parts, eg. Helicopter, boat, bridge etc.

Resolving Conflicts

Create some freeze frames of problems and solutions as suggested on page 22. Take photos and use to make posters showing people how to work well together.

Managing Feelings

Use photos from pack to explore what people who are angry look like – use mirrors to practice angry drama faces. Include drama bodies and voices.

Use mime and role play to explore what people might do if they are angry – kick, shout, knock things over etc. In the same way, explore what the might do instead – count to ten, have a drink, talk to a grown up etc.

Use these actions to create a set of class rules for when they feel angry.


Play ‘Sculpt your Partner’ with someone you don’t normally work with (could be done in small groups). Give them an object or person to become. One child is the ‘clay’ and the others move them gently into the right position. Swap roles.

In small groups create some freeze frames with captions to put together as a class friendship book – eg. A good friend smiles a lot, friends play kindly with each other etc.

HIAS Healthy schools website Getting on and falling out – Sarah Freeman, Wootey Infant School

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