Archive | Planning tools

On role registers and positions

I thought I would share this wee handout I have been working on. Created for a recent drama workshop at a local primary school ( I LOVE working with groups like this who are hungry to bring drama into their teaching!!)  Anyway, the handout is adapted from ‘Role Registers’ by Dorothy Heathcote. It extends the list of possible positions a teacher can take, and gives examples of how this can change things for the children. Check it out… and let me know what you think. Smiles,  Viv.

Role registers and positions in drama teaching


Assessment and Mantle of the Expert

Our Hamilton cluster meeting tonight (fantastic as ever) was focussed on assessment within Mantle of the Expert. Teachers shared some strategies they have found useful for keeping assessment “authentic” within a Mantle of the Expert frame. Then we read and viewed some material from the UK website. As promised, I’m re- sharing some of that material here – with thanks and acknowledgement to original authors: 

Here is the handout given out at the meeting ASSESSMENT IDEAS FOR MANTLE OF THE EXPERT – adapted from material on

Click here for link to Assessment as an act of love – article by Debra Kidd

Click here for Mary James’ slides on Third Generation assessment

Click here for the excellent handout Questions Questions Questions by Michael Bunting, originally published on

Great to see the new faces at our group – Welcome Vicky and Larissa….! Next meeting will be in early August – details to follow.


10 possible MOTE ideas

Check out the new page just inserted into the website under ‘planning in MOTE – teacher resources’  Or click here.  On this page you will find 10 concept ideas for MOTE plans all very different and all with a distinctly NZ theme.

These concepts for Mantle of the Expert units of work were designed by third year students as part of their learning on TEAL 387 at Waikato University. My thanks to these students for agreeing to allow their ideas to be shared with other teachers. They are loosely categorized according to the main curriculum learning areas that they cover – though the ‘incorporated’ approach of MOTE means that each concept gives opportunities to teach right across the curriculum including opportunities for rich learning in Maths, Literacy and ethics / values. Key competencies are not indicated but are core to any MOTE experience.

Please note, these concepts provide only the broad framework for planning – naturally a great deal of micro-planning would be required for individual lessons and to ensure teaching for learning. It is important to note that the concepts as they stand do NOT include indications of drama conventions and other drama for learning strategies which the teacher would need to use.  And naturally, the direction of the inquiry would flex and change depending on the interests of the children in the class. Nonetheless, I think you will agree that these concepts provide a stimulating set of NZ based ideas for MOTE units – and we really need to start building a collection of those!