National Drama Unpacks is a new series of short, practical guides designed to help teachers of Drama make sense of the key issues shaping education today.
Each guide will take a current policy, debate or development and unpack what it actually means for Drama teachers, their departments and their students. We know that keeping up with the changing educational landscape can feel like another job in itself, so our aim is to provide clear, accessible and useful insight, alongside practical ideas to help you respond with confidence.
The Enrichment Framework is the first guide in the series. We hope it will help you understand the opportunities it presents for Drama, recognise the valuable work already happening in your schools and consider how we can make the case for the vital role of Drama in a young person’s education.
Read the full guide here:
Drama and the Enrichment Framework: Key Messages
We know that many of you are already doing fantastic work beyond the Drama classroom, whether that is through productions, clubs, theatre trips, student leadership, creative projects or partnerships in your local community. The new Enrichment Framework for Schools and Colleges gives us a useful opportunity to take stock of that work and think about how we can make its value even more visible.
We have pulled together this short summary to highlight the key messages from the framework, explore what it could mean for Drama and share some practical ideas to help you reflect on, celebrate and develop the enrichment opportunities you already provide. There will be a longer article with support for anyone teaching Drama in schools in our upcoming Drama Magazine.
The new Enrichment Framework is an opportunity for Drama to step forward. Much of what Drama departments already do, from productions and clubs to theatre visits, student leadership and creative partnerships, sits firmly within the national conversation about what every young person should experience.
Drama is already part of the picture
The framework identifies arts and culture, including theatre, as one of five key areas of enrichment that every pupil should have access to. But Drama also develops communication, teamwork, confidence, leadership, creativity and belonging.
This is about recognising what we already do
The framework should not mean creating more paperwork. Instead, it gives Drama teachers a stronger language to explain the value and impact of existing enrichment opportunities.
Think beyond the school production
A strong Drama enrichment offer might include performance, theatre-making, technical theatre, clubs, theatre visits, cultural experiences, student leadership, community projects and careers opportunities.
Know who you are reaching
It is not enough simply to offer opportunities. Schools should consider who participates, who does not and what barriers may prevent young people from taking part.
Be ready to tell your story
Drama departments should be able to demonstrate what they offer, who takes part, the impact it has and what they want to develop next. The message is a positive one: you may already be doing far more than you realise. Now is the time to make it visible.
