ABSTRACT
Drama has a much more significant presence in the English National Curriculum than is often assumed and its place has been strengthened in the 2000 version. It is not uncommon to hear the claim that drama only occupies a fairly minor role in the speaking and listening attainment targets and that the proportion of time allocated to it in an English scheme of work is likely to be fairly limited. This view arises because ‘drama’ is often taken simply to refer to active forms of improvised role-play and play-making rather than including, as well, the study of literary texts and the writing of scripts. If the wider view of the subject is taken, it could be argued that drama has occupied a prominent and very secure place within all versions of the English National Curriculum. Shakespeare is compulsory at Key Stage 3 as well as at Key Stage 4. In addition other varied drama texts have to be read which extend pupils ‘moral and emotional understanding’ as well as their understanding of drama in performance. Pupils’ writing at both key stages should include dialogues, scripts of plays and screenplays, using their experience of reading, performing and watching plays. Within the speaking and listening attainment targets, there are explicit references to drama activities, including role-play, the performance of scripted plays and the response to drama. Drama can also be used as a way of introducing or exploring the meaning of a poem, short story or novel. Seen in this way, it can be argued that drama occupies a major role within the English curriculum. Activity 1
Read through the programmes of study for Key Stages 3 and 4 and either underline or list all the explicit references to drama in all its forms. Can you think of different ways of categorising the different references to drama in the National Curriculum?
