From national policy to local practice
Links for all the documents referred to in this section are in Resource 2 on the publisher’s website (www.fultonpublishers.co.uk).
In Chapter 1 we concentrated on the ‘bigger picture’ of drama’s role as a school improvement strategy. Now we want to look more closely at the ‘real’ situation in Shenton Primary, and put it in the context of national policy and guidance. In Chapter 1 we stressed that the focus on drama came from an analysis of the needs of the pupils in a broad sense. These needs related both to improving the quality of classroom learning and also the quality of life in the school. We have argued that drama provides an appropriate way of working on both aspects of the planned improvements in the school – improving learning, improving the quality of life. We also stressed the need to embed drama in every aspect of the life of the school and to encourage staff to work collaboratively in introducing drama in a planned way across the curriculum and across the primary age range. This
requires an agreed policy for drama that clearly articulates the aims and rationale for drama, monitoring and assessment arrangements and how progression can be measured.