Implementing a Primary Drama Curriculum: What subject leaders and teachers need

Primary schools may have a Drama curriculum in place but this does not necessarily mean that it is being taught consistently and well across the whole school. The reasons for this are usually varied and manifold and need to be addressed systematically by the subject leader. Most schools would benefit from some in-service teacher training in Drama, to enable their teachers to deliver the Drama curriculum confidently and well.

All children need to make progress and continuously develop their Drama knowledge, understanding and skills. Subject leaders need to know that the Drama curriculum is being taught throughout the school and that the Drama teaching is at least satisfactory and improving. Drama subject leaders need time allocated for them to get inside classrooms and observe Drama teaching in each class. How else can they judge the quality of Drama teaching and know that the lessons match with the curriculum and learning intentions? They also need time to give clear, supportive and developmental feedback to each teacher – and perhaps even the teaching assistants, as they are often actively involved in the Drama lessons too. When observing lessons, subject leaders will find out whether any Drama in-service training that has taken place, is having an impact and whether further in-service training is necessary. Some teachers may need some form of additional support to be put in place, be it planning support or paired teaching.