Working in Role
Takes part in blanket roles (PK)

The teacher establishes the pretext, explaining to the students that they will all take on the role of a vet and encouraging them to think about what vets do. The students went on to use this information in their drama.

Working in Role
Accepts a role within a story, working in pairs and independently (PK, DI, CI)

Daniel and Alex rehearse their roles as sick animal and vet. Daniel helps Alex to stay in role by miming appropriate gestures to help him work out what to do next. Both Daniel and Alex stay in role to conclude their short improvisation.

Working in Role
Recognises when the teacher is in role and out of role (PK, CI)
Accepts a role within a story, teacher-facilitated (PK, DI)

The students recognise the way in which the scarf works as a costume or prop to tell them when the teacher is in or out of role. They then make their vet badges.

In role as a vet, Sanja accepts the mimed basket from the teacher in role. Sanja builds the story of the drama by giving a diagnosis on the sick cat and suggesting a way to cure it. She demonstrates her understanding of role by talking out of role (using the third person) about what a vet might do but using the first person when in role. Out of role (see clip 1), she says, "He can check his eye". In role (see clip 3), she says, "I will give her some medicine".

Responding to Drama
Identifies and discusses how drama tells stories (UC)

Sanja gives a personal response to the drama and reflects on what she enjoyed doing in it. Her description of the cat indicates her belief and absorption in her play making.