I'm beginning to lose the plot. I've just heard that Ian Bauckham, the chairman of Ofqual, has proposed ‘exceptional emergency timetable changes’ including ‘temporarily’ suspending the teaching of subjects such as PSHE and Drama to reduce staff pressures caused by teacher absence due to Covid.
A specialist teacher who would normally be rotated between PHSE, RHSE or music could, he suggests, lead classes where the normal teacher is absent.
What does that say about the value he – and for that matter the government – places on the arts and personal, social and health education?
Does he not realise that now, more than ever, when the mental health and wellbeing of children and young people has been seriously affected by Covid and lockdown, that drama and theatre can facilitate a variety of health and well-being outcomes?
We all know that there is firm evidence that engagement in drama and theatre impacts positively on the lives and wellbeing of children and young people, and that the arts can inspire and motivate children and young people's creativity and develop their confidence, resilience, and self-esteem.
But rather than utilising my specialist skills and passions, I am facing the prospect of suspending my drama teaching and stepping in for absent colleagues to cover history, geography and maths lessons – subjects I don't feel confident or qualified to teach.
What my students need more than ever is the opportunity to create work together, develop their performance skills and engage in the joy of learning.
As Philip Pullman so eloquently reminded us, ‘Children need art and stories and poems and music as much as they need love and food and fresh air and play. If you don't give a child food, the damage quickly becomes visible. If you don't let a child have fresh air and play, the damage is also visible, but not so quickly.’
Let's hope that Ofqual and Government take heed.
Find out more information on Ian Bauckham's statement here.
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