Last Updated: Wednesday, September 23, 2020

Time travel drama – third and fourth level

What is this?

This learning activity is designed to help learners reflect on their learning from previous weeks.

Learners will be asked to use key information from previous weeks to create a piece of drama with a time travelling element. Either independently, or collaboratively, they will utilise their imagination to create scenarios and present information to an audience.

Curriculum for Excellence (CfE) experiences and outcomes: Third and fourth level

Literacy and English

  • When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. (LIT 3-02a)
  • When I engage with others, I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking. (LIT 4-02a)

Expressive Arts

  • Having developed ideas from a range of stimuli, I can contribute to devising, rehearsing and presenting drama or scripts. (EXA 3-14a)
  • I can respond to the experience of drama by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. (EXA 3-15a)
  • Having had opportunities to lead negotiation and decision making, I can work on my own and with others to devise, rehearse and refine dramas and scripts. (EXA 4-14a)

Purpose of the activity

This activity enables learners to reflect and summarise learning from previous weeks and share their learning with peers. Learners can use their own learning as a stimulus to create a piece of drama for sharing, by using their imagination to either write a script or perform for an audience.

Learning activity

For this activity, learners could work either independently or collaboratively in a group:

  • Invite learners to reflect on all the activities they have completed over the previous weeks. Ask each learner to mind-map the key information they remember from each of the activities. Prompts such as the activity descriptors could be provided as reminders.
  • Inform learners that this learning activity involves creating a piece of drama with a time-travel element. Ask learners to use their mind maps as a stimulus to inspire a storyline for their dramas. For the task, learners should:
    • create characters who begin the story and live in the present day.
    • have an element of time-travel by either going back in time to visit a figure or group of people who experienced adversity, or forward to the future to look at new inventions or adaptations to society related to a circular economy. They can choose to do both if they wish.
    • ensure there is a beginning, middle and end to their story that clearly communicates the key learning they have chosen to focus on from their mind map
  • Having chosen ideas from their mind map, invite learners to begin by deciding on their main characters. They should also choose the time-travel elements they would like to include and create a rough scene plan, giving summaries of what happens in each scene.
  • Learners could then choose to write independently their own scripts, or work collaboratively in a group to devise and rehearse the scenes.
  • Learners should be encouraged to share their pieces of drama by either providing a copy of their script, or performing their drama for an audience.

To finish, invite learners to share any thoughts they have on the skills they have developed, and the understanding they have gained through participation in the task, as well as participation in the activities from previous weeks.

National Benchmarks

Literacy and English

  • Contributes regularly in group discussions or when working collaboratively, offering relevant ideas, knowledge or opinions with supporting evidence.
  • Responds appropriately to the views of others developing or adapting own thinking.
  • Builds on the contributions of others, for example, by asking or answering questions, clarifying or summarising points, supporting or challenging opinions or ideas.
  • Participates fully in group discussions or when working collaboratively, contributing relevant ideas, knowledge or opinions with convincing supporting evidence.
  • Responds positively and appropriately to the views of others, including when challenged, adapting thinking as appropriate.
  • Builds on the contributions of others by clarifying or summarising points, exploring or expanding on contributions and/or challenging ideas or viewpoints.

Expressive Arts

  • Contributes relevant ideas and opinions, with supporting evidence, when participating in group discussions or working collaboratively.
  • Selects relevant ideas and information to create dramas or scripts appropriate for performing to an audience, demonstrating a basic knowledge of form and structure such as mime, improvisation, tableaux, linear/non-linear.
  • Builds on the contributions of others by clarifying or summarising points and expanding on contributions.
  • Presents dramas to audiences for different purposes, for example, to entertain, inform, communicate a message, explore an issue.
  • Reviews and evaluates their progress through the creative process on an on-going basis and develops solutions to problems as they arise

Possible approach to assessing learning

When planning your approach to assessing learning please take account of the latest guidance.

  • Learners could be encouraged to provide peer feedback to each other about their dramas based on criteria you provide.