ABSTRACT
Put simply, the book aims to provide a rationale for the curricular centrality of drama, together with rich and detailed examples of cross-phase thematic projects which are drama-led, but which promote learning across a wide range of curriculum areas – notably the humanities and other arts, but also English and literacy, Science and Personal Social and Health Education. Throughout, the emphasis will be on providing an authentic, if fi ctional, context for cross-curricular explorations, without sacrifi cing the integrity or aesthetic quality of the drama work itself.
