Drama in education as a method to teach Grade 1 life skills with science as integrating theme

Abstract : When children start their engagement with science content, they lay the foundation for future learning. This study describes the views of Grade 1 teachers and learners on the use of science content to integrate the teaching of the Grade 1 Life Skills curriculum of the third term. The central premise of this study was to develop a programme that will integrate the Grade 1 Life Skills curriculum by using drama in education as an integrating tool and science content as conceptual fodder for the programme. The premise of the inquiry is that learners can benefit from an integrated curriculum as it enables learners to value the content taught and how it connects to other curriculum topics with real world implications. I argue that drama in education conventions can be used as an integrating tool as it allows for active participation and student centred learning experiences. The study proposes that using science content as the driving for the programme allows for early exposure to this neglected learning area in the foundation phase and ensures that concepts are understood before more advanced terminology is learnt in the intermediate phase. The study was conducted at a private primary school in the northern suburbs of Johannesburg. In a design based study, utilising qualitative data in three modalities, the study investigated teachers’ perspective on the way in which Life Skills is currently addressed in Grade 1 and the perceived success of the integrated program. These modes of data collection were individual interviews, observation protocol and video recordings. The unit of sampling was three Grade 1 teachers and 6 Grade 1 learners in this schools. The analysis was done using deductive coding. The pattern that was composed from the data analysis shows, in three themes, that the teachers were aware of the benefits of teaching Life Skills but due to the limited time available for teaching this subject area, they hardly focus on this learning area’s vast variety of content. With this in mind, eleven categories emerged from the analysis of the observations and post interviews with the teachers and learners that indicated that the teachers had positive attitudes towards the integration of the subject area and excitement arose from both the children and teachers when unpacking the success of each activity. The study discusses the data in the framework of third generation Cultural- Historic Activity Theory. This study recommends that FP teachers consider using science-based activities along with drama in education conventions to integrate the teaching of the v Life Skills content. The content taught in Life Skills is essential to the holistic development of learners. By using science content to integrate the teaching of Life Skills content teachers can evoke the learners’ interest in subject matter that improves the development of skills needed for learning in the 21st century. The study concludes that the integrated programme addressed most of the tensions that were identified within the activity and can possibly be used to integrate the Life Skills curriculum.M.Ed. (Childhood Education