Actor Skill Development Map — Preschool to 6th Year

Preschool (Ages ~3–4)

Focus: Safety in Shared Space

Pupils develop the ability to:

• Enter and exit a shared space calmly

• Remain present without pressure to perform

• Copy simple movements alongside others

• Pause and wait for a cue

• Observe an activity without disengaging

Actor skill formed:
Comfort being seen • stillness as participation • spatial safety

Junior Infants (Ages ~4–5)

Focus: Group Awareness

Pupils develop the ability to:

• Follow visual and physical cues

• Join simple group movement

• Start and stop actions together

• Hold focus briefly

• Participate without narrative responsibility

Actor skill formed:
Group timing • physical responsiveness • ensemble entry

Senior Infants (Ages ~5–6)

Focus: Intentional Action

Pupils develop the ability to:

• Use movement to represent an idea

• Maintain a position for short periods

• Offer single spoken words voluntarily

• Observe others while staying engaged

• Respond calmly to transitions

Actor skill formed:
Intentional movement • early focus • voluntary speech

1st Class (Ages ~6–7)

Focus: Symbolic Representation

Pupils develop the ability to:

• Represent objects or ideas physically

• Use gesture deliberately

• Speak short lines within a group

• Hold stillness during others’ moments

• Accept role changes without distress

Actor skill formed:
Symbolic acting • shared focus • flexibility

2nd Class (Ages ~7–8)

Focus: Listening & Timing

Pupils develop the ability to:

• Listen for cues before acting

• Respond instead of interrupting

• Use pauses intentionally

• Share dialogue without dominance

• Maintain calm behaviour during performance

Actor skill formed:
Listening as acting • timing over volume • restraint

3rd Class (Ages ~8–9)

Focus: Behaviour-Based Character

Pupils develop the ability to:

• Show character through posture and movement

• Use voice appropriately rather than loudly

• Stay in role for short sequences

• Adjust performance based on group needs

• Accept guidance calmly

Actor skill formed:
Behavioural characterisation • control • adaptability

4th Class (Ages ~9–10)

Focus: Consistency & Focus

Pupils develop the ability to:

• Maintain character across scenes

• Support group scenes without speaking

• Manage transitions smoothly

• Stay focused during others’ performances

• Understand simple performance structure

Actor skill formed:
Sustained focus • scene awareness • reliability

5th Class (Ages ~10–11)

Focus: Subtlety & Support

Pupils develop the ability to:

• Use restraint for comic or dramatic effect

• Hold stillness confidently

• Support scenes without drawing focus

• Understand pacing and rhythm

• Reflect on performance choices

Actor skill formed:
Subtle performance • timing • ensemble discipline

6th Class (Ages ~11–12)

Focus: Responsibility & Craft

Pupils develop the ability to:

• Transition smoothly between roles

• Maintain performance discipline

• Support tone and style deliberately

• Understand rehearsal expectations

• Contribute responsibly to group outcomes

Actor skill formed:
Performance responsibility • rehearsal literacy • craft awareness

1st Year (Post-Primary)

Focus: Structured Confidence

Pupils develop the ability to:

• Perform within clear systems

• Share narrative responsibility

• Use calm, controlled delivery

• Understand metaphor and symbolism

• Choose participation level responsibly

Actor skill formed:
Controlled confidence • conceptual acting • emotional regulation

2nd Year (Post-Primary)

Focus: Timing & Systems Acting

Pupils develop the ability to:

• Play roles representing systems or ideas

• Use comedy through restraint

• Respect authority within performance

• Maintain ensemble discipline

• Adjust pacing collaboratively

Actor skill formed:
Intellectual acting • disciplined comedy • group timing

3rd Year (Post-Primary)

Focus: Thematic Performance

Pupils develop the ability to:

• Sustain character across longer structures

• Balance speech and movement intentionally

• Communicate meaning without exposition

• Support others actively

• Reflect critically on performance

Actor skill formed:
Thematic acting • mature ensemble skill • reflective practice

4th Year (Senior Cycle)

Focus: Rehearsal Literacy

Pupils develop the ability to:

• Take direction without defensiveness

• Make repeatable performance choices

• Understand rehearsal etiquette

• Support tone and style consistently

• Work productively within a rehearsal room

Actor skill formed:
Directability • consistency • professional habits

5th Year (Senior Cycle)

Focus: Precision & Control

Pupils develop the ability to:

• Modulate energy accurately

• Use silence deliberately

• Maintain focus under pressure

• Refine performance choices

• Prepare material independently

Actor skill formed:
Precision • control • performance maturity

6th Year (Senior Cycle)

Focus: Performance Intelligence

Pupils develop the ability to:

• Lead or support scenes appropriately

• Balance confidence with restraint

• Hold focus in high-pressure contexts

• Use timing, stillness, and presence intentionally

• Perform with skill rather than ego

Actor skill formed:
Performance intelligence • ensemble leadership • professional readiness

This progression develops actors who are:

• calm

• reliable

• directable

• ensemble-aware

• technically skilled

It avoids:

• premature exposure

• ego-based performance

• stress-driven confidence

This is actor development by design, year by year.

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In SNE contexts, actor development is measured by agency, regulation, and communication, not performance output.

Progress is:

• non-linear

• individual

• multi-modal

• choice-led

Observation is participation.

FOUNDATIONAL STAGE (SNE 0–4)

Focus: Regulation & Safety

Pupils develop the ability to:

• Remain in a shared space without distress

• Observe activity without pressure to join

• Tolerate sound, movement, or stillness at their own level

• Respond to predictable routines

• Leave and re-enter safely

Actor skill formed:
Presence without demand
Sensory regulation
Trust in environment

EARLY PARTICIPATION (SNE 5–7)

Focus: Engagement & Choice

Pupils develop the ability to:

• Choose to engage through movement, gesture, or object interaction

• Copy or echo simple actions voluntarily

• Use simple cues to begin or stop

• Communicate preference non-verbally or verbally

• Remain engaged for short, predictable sequences

Actor skill formed:
Intentional engagement
Choice-making
Cue responsiveness

EMERGING EXPRESSION (SNE 7–9)

Focus: Expression Without Pressure

Pupils develop the ability to:

• Use movement or sound to express a role

• Participate within a group without being singled out

• Follow repeated structures

• Use silence intentionally

• Communicate meaning without speech

Actor skill formed:
Expressive autonomy
Group tolerance
Predictable participation

STRUCTURED PARTICIPATION (SNE 9–12)

Focus: Stability & Role Awareness

Pupils develop the ability to:

• Maintain a role within a structured framework

• Use props or space meaningfully

• Anticipate transitions

• Participate across longer sequences

• Share focus without distress

Actor skill formed:
Role recognition
Transitional confidence
Sustained engagement

EXTENDED PARTICIPATION (SNE 12–15)

Focus: Agency & Collaboration

Pupils develop the ability to:

• Make choices within a role

• Collaborate through shared movement or rhythm

• Express preference, refusal, or change

• Participate in group outcomes

• Regulate engagement independently

Actor skill formed:
Agency
Cooperative participation
Self-advocacy

SUPPORTED PERFORMANCE (SNE 15–18)

Focus: Identity & Ownership

Pupils develop the ability to:

• Take ownership of a role or task

• Communicate intent clearly (verbally or otherwise)

• Support others’ participation

• Contribute to group storytelling

• Reflect on participation experience

Actor skill formed:
Identity as participant
Ownership
Dignified contribution

HOW THIS DIFFERS FROM MAINSTREAM