Making a crisis out of a drama: the relationship between English and Drama within the English curriculum for ages 11-14

This paper critiques a recent initiative arising from the British Government's National Literacy Strategy for secondary schools. The initiative focuses on Drama within the English curriculum for 11-14-year-olds (Key Stage 3). Taking issue with the imposition on Drama of the objectives-led curriculum model of the Key Stage 3 Framework for teaching English, I examine whether the 'focus on Drama' during 2003/04 has led to a higher profile for Drama within English and facilitated curriculum collaboration between English and Drama teachers, as claimed. The article draws on evidence from a small-scale research project involving student teachers of English and Drama on teaching practice in London schools. I conclude that the KS3 Framework model of curriculum development and training does not promote collaboration in English and Drama teaching that is genuinely creative, and I identify some approaches which could offer an alternative.