is a human need. Throughout time
and culture human beings have enacted events in order to understand
gain power over them. In schools, students and teachers have come to
the power and efficacy of drama to simultaneously learn about and
Lewis and John Rainer (‘Teaching Classroom Drama and Theatre’)
Key Stage 3
first experience of regular drama lessons comes with their transition
secondary school. It is an exciting time for most of the pupils often
taught by a specialist teacher in a specialist space but not for all.
pupils are anxious about drama and whether or not they will feel
the lessons. The challenge for drama teachers lies in a curriculum and
approach that allows all to feel safe and allows all to achieve; that
the weak and stretches the able.
forward thinking school
are adopting new approaches to the key stage 3 curriculum and have put
methodology at the heart of the pupils’ learning experience.
Key Stage 4
one in five of
all pupils take drama as a GCSE option. Drama has proved to be equally
with leadership teams as the subject’s potential to bring the best out
academic and non-academic pupils alike has impacted positively on their
school’s statistical performance. Many pupils achieve their best GCSE
drama but, more importantly, drama provides pupils with the confidence
creativity to engage with the complex world in which they live.
thinking skills are integral to successful drama teaching allowing
to develop to the demands of the new curriculum.
through solution-focused consultancy
and delivers drama
training events for local authorities