Drama: Secondary

Introduction

Drama is part of young people’s core entitlement in the National Curriculum Orders and in the Framework for teaching English: Years 7,8, and 9. It exists as an academic subject in its own right at GCSE and beyond.

(KS3 Strategy: Drama Objectives Bank – DfES/2003)

These pages are designed to introduce key issues and key resources relating to the teaching and learning of drama within English in KS3/4. Pupils have a statutory right to a programme of study in drama as part of their English curriculum in both key stages. However, contrary to the DfES guidance quoted above KS3 drama also often exists as a separate subject in its own right or as part of an expressive arts cluster. There are no further statutory orders for drama beyond English and yet it exists as an ‘unregulated’ subject in many secondary schools. The lack of core guidance for drama, the parallel development of drama within English with its development as a discrete Arts subject, together with the diversity of models of curriculum and assessment to be found in schools make it a particularly problematic area of English teaching for trainees.

Key Issues:

National Curriculum requirements for drama within English
Other sources of guidance for drama within and beyond English – 1&2
The KS3 drama objectives and expectations for pupil achievement in drama and drama as a discrete subject
Drama's position in the school

Key Resources:

A social theory of language to underpin drama
Drama and writing
Using conventions (drama techniques) to structure and develop drama
Space, time and contracted learning

Contents

Introduction
Key Issues
Key Resources 1 – A social theory of language to underpin drama
Key Resources 2 – Drama and Writing
Key Resources 3 – Using conventions (drama techniques) to structure and develop drama
Key Resources 4 – Managing space, time and contracted learning