For the first time in decades, the value of drama and theatre education and the expertise of drama teachers is recognised by the current government.
Although National Drama’s preference is for drama to be defined as a discrete art form and curriculum subject, we nonetheless applaud the fact the the English curriculum requirements will now give greater emphasis to drama.
National Drama strongly supports the removal of the EBACC, which has created an unacceptable subject hierarchy and divide across secondary education.
National Drama celebrates the fact that arts education will now be viewed as a child’s educational entitlement. We will be delighted if the reforms enable all children and young people to engage in meaningful learning experiences in drama and theatre taught by teachers with appropriate subject knowledge.
The rich contribution that drama can bring to whole school development cannot be underestimated and the report appears to acknowledge that. Drama is internationally recognised for its contribution to the development of a healthy, humane, empathetic, creative and democratic society (National Drama’s curriculum vision 2023).
National Drama campaigned for and supports the review’s response to “review GCSE drama subject content and the balance of assessment methods, and promote further diversity in the body of work studied at GCSE”.
National Drama welcomes the government’s acknowledgement that teachers will need support in delivering the new arts, oracy and citizenship curriculums and look forward to working with them to develop confidence, knowledge and understanding of the unique pedagogical features of drama.
National Drama looks forward to providing support that will enable schools to offer a genuine improvement in children and young people’s learning experiences through drama and theatre education. ND already has plans in place to support teachers in developing and implementing this new mandatory requirement.
National Drama celebrates a curriculum which gives all young people an entitlement to arts and culture, something that has been a core tenant since ancient Greece, with the recognition that young people now, more than ever, need communication and oracy skills; drama specialists are uniquely equipped for this.
National Drama cautiously welcomes the proposed curriculum reforms for drama:
“To reflect the brilliant practice seen in many schools already, and to set out expectations more clearly to ensure equitable access to drama education, we will create a discrete subsection for drama in the key stage 3 English programme of study.
We will also add specificity on drama at key stage 1 and 2 to build solid foundations”
Our SEND Response
The recommendations within the Building a World Class Curriculum for All report contain hope for SEND learners and their teachers.
National Drama looks forward to supporting teachers across all phases of education who will aspire to make drama fully accessible for SEND learners. Embodied styles of learning required by drama, will enable greater engagement and achievement for many such children and young people, helping to close the attainment gap.
The use of drama methodologies within newly prioritised Oracy will encourage SEND learners to have an empowered voice as they move through the key stages.
The current assessment framework at drama GCSE disadvantages SEND learners with its emphasis on written work. Hopefully a new framework will make achievement through practical assessment more likely and thus progression through to post-16, the world of work, further education, and higher education more attainable.
Our Primary Sector Response
Great news for primary educators as The Curriculum and Assessment Review Final Report outlines recommendations for a ‘revitalised arts curriculum’ and the setting of ‘greater specificity’ about Drama to be added at Key Stage 1 and Key Stage 2 in English programmes of study, aiming to build solid foundations and support transition into more drama at Key Stage 3. There is a commitment to ‘putting creativity back where it belongs: at the centre of every child’s education.’ With ambitions to expand access to enriching experiences including arts and culture – so that every child, regardless of background, can thrive.
National Drama is excited by this opportunity to support primary practitioners to further develop an impactful culture of drama in their practice, both as a powerful pedagogic approach and as an art form in its own right; whilst also supporting exposure to cultural experiences involving drama and theatre arts.
National Drama will guide teachers on how Drama can enable inclusive classroom practice and offer more equity for learners from early years upwards. We feel confident that drama will enhance joy in teaching and learning and provide purposeful contexts in which children can be ignited to develop skills for life, citizenship and oracy (each recommended in the report to feature in our new 2028 National Curriculum).
At National Drama, our plan is to support primary educators to feel more confident and competent in their teaching of, and through, Drama; find their creative expression and flourish.
Let the learning adventures begin, together we can bring about the much needed change we desire.
