ABSTRACT
In this chapter I will consider some of the issues affecting the teaching of drama in the primary school since the introduction of the National Curriculum. I will argue that, despite what has been seen as the downgrading of drama’s place within the curriculum, a number of developments have occurred or are occurring which may help drama establish itself within primary schools. I will suggest that, even if progress is patchy, there are signs that drama is emerging from a period of neglect and uncertainty and that now, with the recent reordering of the National Curriculum and a growing confidence amongst teachers in their own understanding of good practice, the time is right for drama to reassert its importance in primary education.
