1. art and entertainment
2. books and literature
3. fan fiction

GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
overview
During Unit 1, Years 7 & 8 met each other for the first time and explored the ‘whats’:
• What are themes of transition (change, friendship, being yourself) in ‘DOAWK’?
• What is film language and what are filmmaking tools used for?
Unit 2 uses drama and role-play techniques to consolidate collaboration begun in the
last ‘contact’ session and take pupils deeper into exploring the ‘hows’?
• How can I approach my own/others’ transitions?
• How might filmmakers bring characters and stories in texts to life in moving
image?
UNIT 2: Exploring Story and Character Using Drama
and Role Play (THEMES AROUND TRANSITIONS)
Joint drama and role play session at host school
ACTIVITY
TIME
MEET
ICEBREAKERS: Choose from unit 1 pages 18 & 19
10 min
2.1 RECAP & DISCUSS
RECAP: ‘FREEZE! DOAWK in 30 secs’
c. 25 min
2.1.2 DISCUSS: identifying the issues (whole
group)
Short: 5 min
Long: 10-15 min
10 min
2.2 EXPLORING CHARACTERS & ROLES
EXPLORE: ‘Characters In The Hot Seat’:
2.2.1 Getting To Know You
School Yearbook Interview
2.3 PITCH
2.3 ‘Pitch Perfect’ (Into to Pre-Production)
30 min
TOTAL TIME:
Short Session: c.1h 40min
Long Session:
c. 1h 50min
2
20 min
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
UNIT AIMS
The overall aim of this unit is two-fold:
• to address pupils’ awareness of self and others (through exploring characters and
their roles in the story/how the issues characters face relate to pupils themselves)
• to gain insight into developing stories and characters for screen (through
collaborating and presenting a ‘pitch’)
To facilitate teachers to:
To allow pupils to:
address strategies for: starting
anew, friendship, meeting new
people, having confidence and
making the right choices
demonstrate understanding of
issues around ‘Transitions’ through
awareness of self and others
work collaboratively effectively (in
groups or pairs)
provide opportunities to assess
pupils’ communication skills
demonstrate communication skills
develop critical thinking around
film themes, roles & language
use film language and investigate
how an idea is developed for
screen
UNIT YEAR 7 & 8 CURRICULUM LINKS
Year 7
Year 8
Language and Literacy
Supporting / developing:
understanding, interaction, expression,
thinking, learning, enjoyment, personal
growth
English with Media Education
Objective 1
Developing Pupils As Individuals
Objective 2
Developing Pupils As Contributors To Society
PD & MU
Learning For Life And Work
Skills & Capabilities: Communication -
Skills & Capabilities: Communication -
•
•
Learning to Learn
Feelings and Emotions
Talking & Listening; Reading; Writing
Personal Development – Self Awareness;
Relationships
Talking & Listening; Reading; Writing
3
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
2.1: RECAP & DISCUSS
(2.1.1 FREEZE! Activities & 2.1.2 DISCUSS Transition)
ABOUT
Unit 2 aims to encourage Year 7 & 8 pupils to mix, work together and share as they explore
storytelling in film through investigating character and roles.
Using drama and activities requiring co-operation and communication, pupils will understand how
themes of change, friendship and being ourselves relate to them and others.
2.1.1
Recap: ‘Freeze! DOAWK
in 30 secs’ and ‘Frozen
Picture Show’
Learning IntentionsPupils should have opportunities to
PRIMARY
LANGUAGE AND LITERACY (KS2) Talking and Listening
BOTH
COMMUNICATION - Talking and Listening
Listen to and take part in discussions,
explanations, role-plays and presentations
Learning Outcomes –
Pupils should be able to
§
• Tell, re-tell and interpret
stories based on
memories, personal
experiences, literature,
imagination and the
content of the curriculum
• Improvise a scene
based on experience,
imagination, literature,
media and/or curricular
topics
Use non-verbal methods to express ideas
and engage with the listener
• Listen attentively / listen
to and identify relevant
information and ideas;
develop a role / make
relevant contributions in
different roles
• Use non-verbal methods
to maintain the interest of
the listener
2.1.2
Discuss Transition
Learning IntentionsPupils should have opportunities to
Learning Outcomes –
Pupils should be able to
BOTH
COMMUNICATION - Talking and Listening
• Contribute comments, ask questions and
respond to others’ points of view
4
• Listen attentively / listen
to and identify relevant
information and ideas;
develop a role / make
relevant contributions in
different roles
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
2.1: RECAP & DISCUSS
(2.1.1 FREEZE! Activities & 2.1.2 DISCUSS Transition)
PRIMARY
continued
LANGUAGE AND LITERACY (KS2) Talking and Listening
POST PRIMARY
LANGUAGE AND LITERACY: ENGLISH WITH MEDIA
EDUCATION - Objective 1 Developing pupils as
individuals
Key Element: Mutual Understanding
• Explore and respond to others’ emotions as
encountered in the film and peer discussion
(e.g. role play, empathise with someone
whose experience is different from their
own
BOTH
COMMUNICATION - Talking and Listening
• Listen to and take part in discussions,
explanations, role-plays and presentations
• Improvise a scene
based on experience,
imagination, literature,
media and/or curricular
topics
• Work effectively with
others
• Listen attentively / listen
to and identify relevant
information and ideas;
develop a role / make
relevant contributions in
different roles
2.1.1 ‘FREEZE! ‘DOAWK’ in 30 seconds’ & FROZEN PICTURE SHOW (c. 25 min total)-
drama exercise to build on collaborative work and recap on key themes and events in the film.
Note:
•
•
You will need a room with adequate space for pupils to divide into small groups and move around to
create ‘freeze frames’ of key moments in the movie.
Guide pupils into evenly mixed Year 7 & 8 groups of 5-6 pupils, following teacher resource 2.1.1
‘FREEZE! ‘Diary of A Wimpy Kid in 30 seconds’.
2.1.2 DISCUSS: Whole Group (short: 5 mins)
What stops the characters from transitioning easily from one school to another?
Quick discussion point: pupils should pair&share for 2-3mins, then using a ‘show of hands’ share
answers with the whole group.
2.1.2 DISCUSS: Whole Group (long: 10 - 15 mins)
As above, but after viewing selected clips from film showing difficulties of main characters
Clips: Teachers/leader’s own choice
resources
• Icebreakers ‘How To’ Sheets
• Teacher resource 2.1.1 ‘FREEZE! ‘Diary of a Wimpy Kid in 30 seconds’ & 2.2
‘Characters In The Hotseat!’
• Pupil worksheet 2.2 ‘Characters In The Hotseat!’
• *Optional: source clips for 2.1.2 discussion
5
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
2.1: RECAP & DISCUSS
(2.1.1 FREEZE! Activities & 2.1.2 DISCUSS Transition)
ABOUT
This is a creative way to
refresh pupils’ memories
of the film using a drama
technique called ‘Frozen
Image’, and introduces
characterisation.
aimS
• Reminding pupils of the
film’s key characters,
messages, and themesespecially if time has passed
since the last session.
• Actively recreating a still
image from the movie helps
pupils to: (i) work together,
(ii) think about the film
visually. Also introduces
drama and characterisation
techniques that will be built
on in ‘hotseating’ activity
2.2.
• Encouraging communication
and getting pupils working
with others outside their
peer group / mixing school
groups together.
SUGGESTION: play 2
icebreaker games
to begin each joint
session (year7 & 8 pupils
together)...(10-15mins,
depending on the
size of combined
schools’ group
see ‘Icebreakers
How To’ Sheet)
6
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
2.1: RECAP & DISCUSS
(2.1.1 FREEZE! Activities & 2.1.2 DISCUSS Transition)
2.1.1 FREEZE! Diary of a Wimpy Kid in 30
seconds challenge! (15 mins)
With pupils divided into smaller groups
(5 – 6 pupils), of evenly distributed year
7 and 8 pupils:
*ALTERNATIVE: If time is short,
or if there is a large group (more
than 30):
• Each group can choose to create
one Frozen Image which they
think represents the film.
• Allocate each group a space in the
room (they will need room to move
around a bit).
• Give each group a few short minutes
to quickly come up with 3 scenes
which stand out for them- 1 each
from the beginning, middle and end
of the film.
• Ask them to create ‘Frozen Images’
(photographs, or stills) of each
of their chosen scenes in only 10
minutes. These will be performed for
the whole group.
• Pupils should think about who the
characters were, what they were
doing and how they were feeling.
• They can use characters and
scenes from throughout the film,
and are not restricted to acting
out one particular scene.
• Pupils can think about what was
the most important theme in
the film for them (friendship /
changing school / being true to
yourself / etc.) and make a single
image of a scene related to that
to show to the other groups.
there’s a catch!...
• Everyone in the group is to be
involved in each of the ‘Freezes’.
• The ‘freeze frame challenge’ is to show
the theme / scene without speaking!
FROZEN PICTURE SHOW! (c.10 mins, depending on size of whole group)
• The groups have a short time each to demo their Frozen Pictures- the others must
guess what part of the film the scene is from, or what the theme was.
• After all groups have shown their Frozen Images, teachers/leaders should ask the
whole group if there was anything else in the film that they think was important,
that wasn’t shown?
7
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
2.2 CHARACTERS IN THE HOTSEAT!
(2.2.1 Getting To Know You & 2.2.2 School Yearbook Interview)
‘Hotseating’ is a drama technique where a character is questioned and answers in
role. It is a way of investigating the thoughts and feelings of characters in detail.
Hotseating is useful in exploring issues arising in the film and helping pupils to relate
them to their own experiences in the safety of ‘being a character’.
2.2.1
Characters In The
Hotseat: Getting To
Know You
Learning IntentionsPupils should have opportunities to
Learning Outcomes –
Pupils should be able to
§
PRIMARY
LANGUAGE AND LITERACY (KS2) Talking and Listening
• Listen and respond to a range
of fiction, poetry, drama and
media texts through the
use of traditional and digital
resources
• Participate in a range of drama
activities across the curriculum
2.2.1 continued
Characters In The
Hotseat: Getting To
Know You
Learning IntentionsPupils should have opportunities to
Learning Outcomes –
Pupils should be able to
PRIMARY
continued
LANGUAGE AND LITERACY (KS2) Talking and Listening
POST PRIMARY
LANGUAGE AND LITERACY: ENGLISH WITH
MEDIA EDUCATION - Objective 1 Developing
pupils as individuals
Key Element: Mutual Understanding
Explore and respond to others’ emotions
as encountered in the film and peer
discussion (e.g. role play, empathise with
someone whose experience is different
from their own
BOTH
COMMUNICATION - Talking and Listening
Listen to and take part in discussions,
explanations, role-plays and presentations
8
• Improvise a scene based
on experience, imagination,
literature, media and/or
curricular topics
• Work effectively with others
• Listen attentively / listen to and
identify relevant information
and ideas; develop a role /
make relevant contributions in
different roles
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
2.2 CHARACTERS IN THE HOTSEAT!
(2.2.1 Getting To Know You & 2.2.2 School Yearbook Interview)
2.2.2
Characters In The
Hotseat: School
Yearbook Interview
Learning IntentionsPupils should have opportunities to
PRIMARY
LANGUAGE AND LITERACY (KS2) Talking and Listening
BOTH
COMMUNICATION - Talking and Listening
Listen to and take part in discussions,
explanations, role-plays and presentations
Learning Outcomes –
Pupils should be able to
• Participate in a range of drama
activities across the curriculum
• Listen attentively / listen to and
identify relevant information
and ideas; develop a role /
make relevant contributions in
different roles
2.2.1 CHARACTERS IN THE HOTSEAT: – Getting To Know You (10 min)
In small groups, pupils will investigate the thoughts and feelings of a character
(and develop on awareness of self, others and filmmaking begun in unit 1) by
answering questions in role. Groups should note down their answers on Pupil
worksheet 2.2.
2.2.2 CHARACTERS IN THE HOTSEAT: School Yearbook Interview (Total: 20 min)
This time, pupils go a little deeper into the characterisation by having the ‘character’
answer questions which ask them to reflect on their feelings (see Pupil worksheet 2.2).
One of ‘each character’ then takes the hotseat, supported by ‘Team Rowley / Angie’
etc.
•Prep in same small groups: 5 min.
• Hotseat in wider group: 15 min for every character to take a turn.
NOTE
•
You will need a room with adequate space for pupils to divide into small, independent groups.
•
Guide pupils into evenly mixed Year 7 & 8 groups of 4-6 pupils (following the teacher resource 2.2
‘Characters In The Hotseat!’) & distribute 1 pupil worksheet 2.2 and pen per group.
resources
• Teacher resource 2.2 ‘Characters In The Hotseat!’
• Pupil worksheet 2.2 ‘Characters In The Hotseat!’
9
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
2.2.1 CHARACTERS IN THE HOTSEAT: Getting To Know You…
& 2.2.2 CHARACTERS IN THE HOTSEAT: School Yearbook Interview
2.2.1 CHARACTERS IN THE HOTSEAT: Getting To Know You… (10 min)
• In smaller groups (4 – 6), allocate each group a different character from the
film: Greg; Rowley, Fregley, Patty, Angie, Roderick and Shirag.
• Give each group the pupil worksheet 2.2 ‘Characters In The Hotseat!’ and a
pen to write down key words.
• Explain that they must work as a group to quickly note on the worksheet
everything they remember about the character from the film.
• One person from the group is chosen/agrees to act as the character for the
hotseating exercise, the rest of the group taking/sharing roles as interviewers,
scribes/investigating journalists (and if you wish have cameras- photographers).
things to note
2.2.2 CHARACTERS IN THE HOTSEAT:
School Yearbook Interview (Total: 20 min)
This time, pupils go a little deeper into the
characterisation by having the ‘character’ answer
questions which ask them to reflect on their feelings:
Task: It is the end of the school year.
You are being interviewed for the online
school yearbook. The ‘journalists’ have
emailed their list of questions for you to
answer…(see pupil worksheet ‘Characters
In The Hotseat’)
Group Prep: 5 min
• If the same ‘character’ was allocated to more than
one group, all groups allocated the same
characters should join together “All Rowleys
should work together here, all Angies should
team up over there…” etc.
• Groups have 5 min to prepare 1 Rowley, Patty,
Greg etc each to hit the hotseat (encourage a mix
of year 7s & 8s to take the hotseat).
Atmosphere:
welcoming & safe- so pupils
feel comfortable being in
character and answering the
questions truthfully.
Answers:
don’t have to be funny or
clever – just honest.
Professional writers worked
for months getting Greg
and Rowley to be funny!
Accents/presence: no
need to worry about
accents, physicality or
costume.
In The Hotseat: 15 min
• One at a time, each character sits on a chair in front of the other groups, with
the rest of their group standing behind them.
• Invite the character to introduce him/herself to the group. (“Hi, I’m Greg”)
• The teacher, or a nominated pupil, asks the hotseated character the questions
(with everyone else helping / listening out for the answer so they can prompt
him/her if they get stuck!)
• If there is time, there could be questions from the audience.
10
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
PUPIL WORKSHEET 2.2 CHARACTERS IN THE HOTSEAT!
2.2.1 CHARACTERS IN THE HOTSEAT: Getting To Know You…(10 mins)
Give each of the groups a piece of paper and a pen to write down key words to answer the
questions below. Explain that they will be working as a group to quickly collate all the information
they remember about the character from the film, including:
•
Name, age, family, friends?
•
What were they like at the beginning of the film?
•
What happened to them during the film?
•
How were they different at the end?
•
What did they learn during the film?
•
Why did they act the way they did in the film?
•
How did they feel about themselves?
2.2.2 CHARACTERS IN THE HOTSEAT: School Yearbook Interview
(Prep: 5 min / Hotseat: 15 min for every character to take a turn)
• Everyone else takes turns to ask questions & listen extra carefully for the answers
• (incase the character needs your help answering in the hotseat).
• It is the end of the school year and one character is being interviewed for the online school
yearbook- answer as truthfully as you can:
1. What was the best thing that happened to you this year?
(e.g. “The best thing was making friends with Rowley again after our falling out.”)
2. What was the worst thing that happened to you this year?
3. What was it like changing schools?
4. What did you learn about yourself?
5. What advice would you give to students coming to the school next year?
6. What do you want other people to know about you / ‘quote me!’?
11
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
PUPIL WORKSHEET 2.2 CHARACTERS IN THE HOTSEAT!
2.2.1 CHARACTERS IN THE HOTSEAT: GETTING TO KNOW YOU…
Note down all the information your group remembers about your characters from watching and
discussing the film e.g.
NAME, AGE, FAMILY, FRIENDS?
WHAT DID THEY LEARN DURING THE FILM?
WHAT WERE THEY LIKE AT THE BEGINNING OF THE
FILM?
WHY DID THEY ACT THE WAY THEY DID IN THE FILM?
WHAT HAPPENED TO THEM DURING THE FILM?
HOW DID THEY FEEL ABOUT THEMSELVES?
HOW WERE THEY DIFFERENT AT THE END?
2.2.2 CHARACTERS IN THE HOTSEAT: SCHOOL YEARBOOK INTERVIEW
•
Everyone should take a turn to ask a question and listen carefully for the answers (in case the
character needs your help in the hotseat).
•
It is the end of the school year and one character is being interviewed for the online school year
book – answer as truthfully as you can:
PROMPT QUESTIONS
What was the best thing that happened to you this year?
(e.g. “The best thing was making friends with Rowley again after our falling out.”)
What was the worst thing that happened to you this year?
What was it like changing schools?
What did you learn about yourself?
What advice would you give to students coming to the school next year?
What do you want other people to know about you / ‘quote me!’?
12
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
2.3 PITCH PERFECT
demonstrating story through themes, characters and roles
The aim here is for pupils to think creatively and problem solve in collaboration.
Developing ‘the pitch’ will see pupils consolidate/demonstrate their knowledge by:
• making choices about the most important things to include and communicate
around the ‘Transition’ theme.
• devising and presenting a fast paced, edited synopsis of their ‘film’.
• explaining their idea through film language.
2.3
Pitch Perfect
Learning IntentionsPupils should have opportunities to
PRIMARY
PDMU - Learning To Learn
• Know how to confidently express
our views and opinions in unfamiliar
circumstances
2.3 continued
Pitch Perfect
Learning IntentionsPupils should have opportunities to
PRIMARY
continued
PDMU - Feelings And Emotions
• Recognise that feelings may change at
times of change and loss
LANGUAGE AND LITERACY (KS2) Talking and Listening
Reading
POST PRIMARY
LLW - Personal Development
Investigate the influences on a young
person e.g peer pressure, fears, anxieties
LANGUAGE AND LITERACY: ENGLISH WITH
MEDIA EDUCATION - Objective 3 Developing
pupils as contributors to the economy and
environment
13
Learning Outcomes –
Pupils should be able to
§
• (Think, Pair, Share) Show
Self-Management: Evaluate
what they have learned and
compare their approaches with
others; make links between
their learning in different
contexts
Learning Outcomes –
Pupils should be able to
• Be creative: Learn from and
build on own and others’ ideas
and experiences; value other
people’s ideas; experiment with
different modes of thinking
• Share, respond to and evaluate
ideas, arguments and points
of view and use evidence or
reason to justify opinions,
actions or proposals
• Represent their understanding
of *texts in a range of ways,
including visual, oral, dramatic
and digital
• Communicate effectively
in oral, visual, written and
ICT formats, showing clear
awareness of audience and
purpose
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
2.3 PITCH PERFECT
demonstrating story through themes, characters and roles
POST PRIMARY
Key element: Education for Sustainable
Development• Plan and create an effective
communication campaign
BOTH
COMMUNICATION - Talking and Listening
• Listen to and take part in discussions,
explanations, role-plays and
presentations
• Communicate information, ideas,
opinions, feelings and imaginings, using
an expanded vocabulary
• Speak clearly and adapt ways of
speaking to audience and situation
BOTH
Using ICT e.g.
*Teachers could extend 2.3 Pitch Perfect
by having pupils record and edit their
pitches (KS2: Film and Animation; KS3:
Working With Moving Images)
• Listen attentively / listen to and
identify relevant information
and ideas; develop a role /
make relevant contributions in
different roles
• Explain information, ideas and
opinions clearly / communicate
detailed information clearly,
using precise vocabulary
• Plan an approach to talking /
structure their talk logically and
coherently
PREP YOUR PITCH- Explain the task (20mins)
Using the ‘Pitch Perfect!’ worksheets for activity 2.3
pupils should work together to make their pitch perfect!
• Pupils should work in small, mixed groups on this activity.
• Teacher/leader should briefly discuss the ‘pitch’ task, explaining that it brings together all the
knowledge and skills they’ve gained on ‘Transitions’ so far.
• Pupils must work together at speed to devise their pitch- which will be presented to other groups in
only 20mins’ time!
The pitch follows the 4 parts of the review (as in Activity 1.3), this should help pupils work quickly and
focus on collaboration/ideas rather than worrying about structure (making it even safer for the ‘pitcher’
to present).
THE PITCH (c. 10 mins total) Smaller numbers of pupils:
• When 20 mins is up, 1 pitcher from each group presents their idea to everyone.
• Each pitcher has 1 minute to present (using their sheet as a prompt)
• The audience should pretend to be the investors and the teacher/leader should ask them to point
out one good thing about each pitch.
Larger numbers of pupils:
• When 20 mins is up, 1 pitcher is agreed for each group.
• 2-3 smaller groups should then join into a larger one, with the
pitchers taking turns to present.
• Each pitcher has 1 minute to present (using their sheet as a prompt)
• The wider group should pretend to be the investors and the teacher/
leader should ask them to point out one good thing about each pitch.
14
resources
‘PITCH PERFECT!’
Pupil Worksheets
& pen for each group
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
pupil worksheet 2.3: pitch perfect
coming up with a story (pre-Production)
PITCH PERFECT
Your director has come up with a movie title to pitch to a group of investors
and he/she’s asked you, the Production Team, to work out the details…
A couple of obstacles:
The investors are busy people- they’re only allowing a 1 - minute pitch.
One big problem- time!
1. Introduce:
Title of Movie: “Shifting Schools- The Survival Guide!”
Name of Production Team:
Inform:
audience: who is this story aimed at?
what certificate will it be?
15
GETTING INTO CHARACTER:
Exploring Story and Character
Using Drama and Role Play
pupil worksheet 2.3: pitch perfect
coming up with a story (pre-Production)
PITCH PERFECT
2. Describe:
What’s it all about? (summarise what will happen in c. 20 words!)
More Info:
Tell us more about…
key characters
key theme(s)
3. Entertain:
How will the story engage the audience? (e.g. will it be funny? sad? both?!)
4. Evaluate (your idea):
…one last line to leave them no choice but to invest in the idea!!!
Why does this story matter/need to be told? / Why will this idea work?- in c. 20 words!
16
Further training/support for schools
For further information about teacher training and support to extend your
Transitions programme through exploring assessable creative digital media and
cross-curricular skills, e.g. CCEA Using ICT, contact Maura McKee (Programme
Manager, Nerve Centre Creative Learning Centre) on (028) 7126 0562 or
[email protected] The NI Creative Learning Centres
The Creative Learning Centres deliver training, guidance and resources to over
5000 teachers and 7000 young people each year across Northern Ireland.
Funded by the Department of Culture, Arts and Leisure and Northern Ireland
Screen, the CLCs work out of the Nerve Centre in Derry~Londonderry, Nerve
Belfast and the AMMA Centre in Armagh. The work of the CLCs can be viewed at
www.futureclassrooms.org
Launched in 2007, film clubs have been running in Northern Ireland for the past
seven years in Extended Schools, funded by the Department of Culture through
Northern Ireland Screen and delivered by Cinemagic and the Nerve Centre.
Now, due to additional funding from the BFI, one of Northern Ireland’s most
popular and exciting after schools activities for students aged 4-18 years old is
available to all schools in Northern Ireland.