THURROCK TRAILBLAZER CULTURAL CATALOGUE 2021/22 Inspiring learning through the arts 2 Trailblazer? Thurrock What is

INTRODUCTION ROH IN THURROCK students’ development. creative learninginschoolsandaccelerates specialist teachertraining,thatboosts activities, visitstoheritagesitesand programme ofhigh-qualityartsandcultural Thurrock communit programmes for schoolsandthelocal team whodevelop artsandcultural learning as adedicated Learning andParticipation Workshop andCostume Centre, aswell Bob andTamar ManoukianProduction is hometo theRoyal Opera House High HouseProduction Park, Thurrock, theatre. break new ground inthepresentation oflyric to develop audiences across theUKandto seek to bealways accessible andengaging, Royal Opera HouseinCovent Garden –we Ballet, performing withtheOrchestra ofthe companies –The Royal Opera andThe Royal Home to two oftheworld’s great artistic people’s lives through opera andballet. The Royal Opera Houseaimsto enrich Trailblaz y. er is aninnovative Hundreds ofteachers hav hav borough. Sofar over 30,000 young people 49 schools,accounting for 90%ofthe with over 70 cultural organisations in Since 2014, theprogramme hasworked deliver cultural education inThurrock. regional andnational artsorganisations to Royal Opera Houseisworking withlocal, In partnershipwithThurrock Council, the learning. 370 teachers trained asleadersofcultural skills at over 700 training opportunities,with e benefitt ed fr om T railblazer activities. e developed their 3 Welcome to Thurrock Trailblazer! What to do next

For ROH, Thurrock is our second home and we are delighted to be running the programme If you were onboard for 2020-21 then your Programme Selection remains the same (but next year. 2021-2022 will be the eighth year of Thurrock Trailblazer and we are so proud of you are able to make additions); if you are new you can apply as normal via the website. everything we have achieved together. Appetite for the programme has increased and we The increased funding formula, introduced in 2020-21, will still apply. However, we have are excited to be working with a record number of schools in this coming year; we are simplified the payment schedule where schools will receive one invoice in February 2022, looking forward to hearing about the impact Thurrock Trailblazer has on the teachers and which will cover the School Contribution Fee and any programme overspend in one students participating. payment.

I am pleased to report Thurrock Council funding has been carried forward to make next We look forward to achieving a stand-out year of engagement and participation, as the year’s programme possible. Following the pandemic, like so many organisations, Thurrock Trailblazer community comes together to consolidate and reflect on our collective Council were forced to make financial cutbacks and sadly, they are now unable to co-fund learning. We hope you all take full advantage of the range of vibrant opportunities Thurrock Trailblazer beyond 2021-2022. ROH is wholly committed to working in Thurrock’s available to your school in this celebratory year. schools and exploring with you the future of the programme, through the Cultural Champions Leadership Development Training and Leadership Symposium. If you would like any help or support, please do not hesitate to get in touch with the We are thrilled to re-offer the extensive Cultural Catalogue, largely as presented in Trailblazer team, who would be happy to help. 2020-2021, focusing on themes such as wellbeing, student voice and community engagement – paramount in our post-covid recovery. Many of our Cultural Partners adapted activity for virtual delivery and are ready to get back to schools in person in Warmest wishes, September. This interactive Cultural Catalogue includes:

• 30 local, regional and national Cultural Partners, including 11 new partnerships

• Over 120 high-quality educational offers, including from EYFS-KS5+ and SEND students

• 37 training and CPD opportunities in and around Thurrock

• 8 projects on offer from ROH National Programmes

• 11 live performances Jillian Barker WELCOME LETTER WELCOME DIRECTOR OF LEARNING • 12 key art forms with cross-curricular links Director of Learning and Participation, Royal Opera House

• Key themes as requested including: careers, climate change, collaboration, parental and community engagement, targeted intervention, school strategy, STEAM, student Voice, wellbeing and resilience, world culture

ROH’s National Programmes, are ever in demand and the ROH principle of Thurrock First draws on the long-standing expertise of our Thurrock teachers to act as a ‘testing bed’ for new schemes of work, before rolling them out to tens of thousands of students across the country. This year, we encourage all schools to adopt the full suite (Create and Sing, Create and Dance, Create and Design) of FREE high quality CPD and schemes of work, to greater develop your relationship with ROH.

4 5 There are several options available for TEACHER TRAINING navigating your way through the wide range of exciting educational offers, training, This list collates all of the CPD and INSET projects and schemes of work that are training opportunities for teachers and wider accessible for schools participating in the staff, should your school or Multi Academy What’s on Trailblazer programme. Trust want to prioritise training and continuous professional development. The pages of this catalogue are arranged in A–Z order by Cultural Partner, but you may CONTENTS also wish to search via the following lists: INTRODUCTION 2 offer? KEY STAGE MATRIX WELCOME LETTER 4 HOW TO NAVIGATE 6 This is where you can clearly identify which activity is applicable for your students’ age KS MATRIX 8 group. Each Key Stage is allocated its own CURRICULUM GUIDE 10 colour, which corresponds to the coloured KEY THEMES LIST 12 tabs on the right of each offer page. The ART FORM MAP 14 offers from Cultural Partners overlap several TEACHER TRAINING 16

CONTENTS Key Stages, so there is a rich tapestry of opportunities for you to discover. CALENDAR OF ACTIVITY 18

CURRICULUM GUIDE ROH NATIONAL PROGRAMMES 20 CULTURAL OFFERS (A-Z) 22-161 Should you wish to align any activity to your school’s curriculum subjects, this PARTNERSHIPS 162 HOW TO NAVIGATE TO HOW list helps you to group offers by subject CREDITS 164 area, including cross-curricular and extra- A-Z INDEX 166 curricular suggestions. GET IN TOUCH KEY THEMES LIST The Trailblazer Team are always willing and When linking to wider school aims, or a eager to discuss the wider potential of all of particular event in school, you may wish to the offers listed, as they have worked read through our Key Themes List. Every closely with Cultural Partners to curate year, participants in the programme provide these opportunities for your school to feedback as to what they would like to see access. included in the next Cultural Catalogue. For more information about how the ART FORM MAP programme runs as a whole, please do not hesitate to get in touch with the Trailblazer We have allocated each offer with an Project Manager, Grace Defreitas, if you illustrated icon that clearly portrays the have any questions. art form for that project or training. If you are looking for a specific art form you can also browse our Art Form Map, which roh.org.uk/trailblazer groups offers together depending on their prominent art form. [email protected]

6 7 Newly revised offers for 2021/22 are highlighted yellow  but all offers listed below are available to book

KEY STAGE MATRIX PAGE EYFS KS1 KS2 KS3 KS4 KS5 SEND CONTINUED PAGE EYFS KS1 KS2 KS3 KS4 KS5 SEND

 Royal Shakespeare Company: EYFS/KS1 Shakespeare 130     Punchdrunk: The Vanishing Land 122  Essex Music Hub: Creative Music CPD 74     ROH Create and Design: KS2 & 3 32    English Touring Opera: Paper and Tin 72    Into Film: Mindfulness on Film CPD 94    STEAM Co: #ARTOFROCKETS 146       Into Film: Literacy through Film CPD 1 & 2 92    Music For Change: Caribbean Experiences 104       

 Blackpool Grand Theatre: Story-Led Resillience CPD 54        Gateway Academy: Ceramic Techniques 86    Rendered Retina: Timon of Athens 128     Focal Point Gallery: Artist-Led Discovery 82        Rendered Retina: Macbeth 126     LV21: All Hands On Deck! 100         Complete Commedia Co: Masked Comedy 62       Firstsite: Learning To Look 76        Signals: Stop-Motion Animation 136       Breakin' Convention: Hip Hop Workshops 56      Signals: Digital Playground Games 134      Beacon Hill Academy: Inclusive Arts Project 50        Signals: Wellbeing Video Games 138      Beacon Hill Academy: Inclusive Arts CPD 52        Bang & Smash Music: Sound Creation & Production 48      Thurrock Music Services: MIDAS visits 150       

Punchdrunk: A Small Tale 120  Flexer & Sandiland: Digital Traces Workshops 80       National Theatre: Let’s Play 114   Into Film: Careers in Film CPD 90      SparkedEcho: Story Soundscape 144    SparkedEcho: Folk Songwriting: Daily News 140   Thurrock Museum: Day in the life of a Curator 156    Punchdrunk: Performance Practice Workshop 124   Thurrock Museum: Battle of Britain 154    ROH: Infra 42   Thurrock Music Services: How to Lead Singing in School 148     National College: Technical Theatre Workshop 112    Thurrock Music Services: Sound Education CPD 152   

ROH Create and Sing: Hansel and Gretel 26      Royal Shakespeare Company: Shakespeare & Race CPD 132      ROH Create and Sing: The Magic Flute 28     ROH Create and Design: Design Challenge 34    ChickenWired: Sustainable Sculpture 58     Flexer & Sandiland: Digital Dance Programming 78   ROH Create and Dance: Alice and R&J 22     National Theatre: New Views 116     ROH Create and Dance: Everybody Dance! 24    

Creative Blast: Drama in the Curriculum CPD 68       Kinetika: The Dream 98     SparkedEcho: Sonic Classroom CPD 142        ROH: Schools' Matinees 44       Gamelan Anak Ledjar: Wallace & the Islands 84       Trestle: Unmasking Wellbeing 158       Creative Blast: Student Voice CPD 70        Good Chance Theatre: The Walk 88     Music For Change: African Experiences 102       Music For Change: Chinese Experiences 106       Music For Change: European Experiences 108       Music For Change: Indian Experiences 110      

8 RETURN TO CONTENTS 9 10 CURRICULUM GUIDE SUBJECT AREAS DANCE/PHYSICAL EDUCATION COMPUTING DRAMA • • • • • • • • • • • • • • ART ANDDESIGN • • • • • • • • • • • • P144 SPARKEDECHO: SONICCLASSROOM P138 FOCAL POINTGALLERY: FIRSTSITE: SCULPTURE P58 CHICKENWIRED: SUSTAINABLE ARTS P50-52 SIGNALS: P136 P136 SIGNALS: STOP-MOTIONANIMATION CHALLENGE P34 ROH CREATEANDDESIGN:DESIGN ROH CREATEANDDESIGN: KINETIKA: THEDREAMP98 TECHNIQUES P86 GATEW DISCOVERY P82 BEACON HILLACADEMY: COMEDY P62 COMPLETE COMMEDIA CO: MASKED ROH: INFRAP42 DANCE! P24 ROH CREATE ANDDANCE: EVERYBODY ROMEO &JULIETP22 ADVENTURES INWONDERLAND AND ROH CREATE ANDDANCE: ALICE’S PROGRAMMING P78 FLEXER &SANDILAND: DIGITAL DANCE CREATION &PRODUCTIONP48 BANG &SMASH MUSIC:SOUND SPARKEDECHO: STORYSOUNDSCAPE CPD P142 TRACES WORKSHOPSP80 FLEXER & PROGRAMMING P78 FLEXER &SANDILAND:DIGITAL DANCE WORKSHOPS P56 BREAKIN’ CONVENTION:HIPHOP SIGNALS: STOP- GAMES P134 SIGNALS: DIGITAL PLAYGROUND P94 INTO FILM:MINDFULNESSONFILMCPD CPD 1&2 INTO FILM:LITERACYTHROUGHFILM WORKSHOPS P80 FLEXER & AY ACADEMY:CERAMIC P92 WELLBEING VIDEOGAMES SANDILAND: SANDILAND: LEARNING TOLOOKP76 MOTION ANIMATION DIGIT DIGIT ARTIST-LED INCLUSIVE KS2&3 P32 AL AL TRACES • • • • • • ENGLISH DESIGN ANDTECHNOLOGY GEOGRAPHY • • • • • • • • • • • • • • • • • • • • • • • • • NATIONAL THEATRE: CURRICULUM CPD CREATIVE BLAST:DRAMAINTHE PRACTICE WORKSHOPP124 PUNCHDRUNK: PERFORMANCE P128 RENDERED RETINA:TIMONOFATHENS RENDERED RETINA:MACBETHP126 NATIONAL THEATRE: NEWVIEWSP116 STEAM CO: P136 SIGNALS: CHALLENGE P34 ROH CREATEANDDESIGN: ROH CREATEANDDESIGN: L KINETIKA: TECHNIQUES P86 GATEW DISCOVERY P82 FOCAL POINTGALLERY: FIRSTSITE: SCULPTURE P58 CHICKENWIRED: SUSTAINABLE THE ISLANDS P84 GAMELAN ANAKLEDJAR: WALLACE & ROH CREATEANDDANCE: ATHENS P128 RENDERED RETINA:TIMONOF RENDERED RETINA:MACBETHP126 P122 PUNCHDRUNK: THEVANISHINGLAND PUNCHDRUNK: ASMALLTALEP120 NATIONAL THEATRE: NEWVIEWSP116 P144 SPARKEDECHO: STORYSOUNDSCAPE SHAKESPEARE &RACECPDP132 ROYAL SKAKESPEARECOMPANY: EYFS/KS1 SHAKESPEARECPDP130 ROYAL SKAKESPEARECOMPANY: GRETEL P26 ROH CREATEANDSING:HANSEL ROMEO &JULIETP22 ADVENTURES INWONDERLANDAND L CPD P92 INTO FILM:LITERACYTHROUGHFILM COMEDY P62 COMPLETE COMMEDIACO:MASKED WORKSHOPS P56 BREAKIN’ CONVENTION:HIPHOP STOR BLACKPOOL GRANDTHEATRE: V21: V21: ALLHANDSONDECK!P100 ALLHANDSONDECK!P100 Y - LED RESILIENCECPDP54 AY ACADEMY:CERAMIC STOP THE DREAM #ARTOFROCKETSP146 LEARNING TOLOOKP76 - MOTION ANIMATION LET’S PLAY P114 P98 ARTIST-LED ALICE’S DESIGN KS2&3 P32 MATHS HISTORY MODERN FOREIGNLANGUAGES • • • • • • • • • • • • • • • • • • • • • • • RETURN TO CONTENTS ROH CREATEANDDESIGN: WORKSHOPS P80 THURROCK MUSESUM: EDUCATION CPDP152 THURROCK MUSICSERVICES: STEAM CO: P138 SIGNALS: WELLBEINGVIDEOGAMES P136 ROH CREATEANDDESIGN: FLEXER PROGRAMMING P78 FLEXER &SANDILAND:DIGITAL DANCE SCULPTURE P58 CHICKENWIRED: SUSTAINABLE CREATION &PRODUCTIONP48 BANG &SMASHMUSIC:SOUND OF ACURATOR P156 SIGNALS: STOP- P134 SIGNALS: CHALLENGE P34 BRITAIN P154 THURROCK MUSESUM:BATTLE OF OF ACURATOR P156 THURROCK MUSESUM:DAY INTHELIFE P122 PUNCHDRUNK: THEVANISHINGLAND LV21: ALLHANDSONDECK!P100 THE ISLANDSP84 GAMELAN ANAKLEDJAR:WALLACE & MUSIC FORCHANGE:ALLP102-111 LV21: ALLHANDSONDECK!P100 KINETIKA: THEDREAMP98 GOOD CHANCE:THEWALKP88 MUSIC FORCHANGE:ALLP102-111 BRITAIN P154 THURROCK MUSESUM:BATTLE OF OF ACURATOR P156 THURROCK MUSESUM: P122 PUNCHDRUNK: THEVANISHINGLAND MUSIC FORCHANGE: & DIGITAL PLAYGROUND SANDILAND: #ARTOFROCKETSP146 MOTION ANIMATION ALL P102-111 DAY INTHELIFE DAY INTHELIFE DIGIT DESIGN KS2&3 P32 AL SOUND TRACES GAMES • • • PSHE/CITIZENSHIP SCIENCE • • • MUSIC • • • • • • • • • • • • • • • • • • • • • • • • • LED RESILIENCECPDP54 BLACKPOOL GRANDTHEATRE:STORY- ARTS P50-52 BEACON HILLACADEMY:INCLUSIVE GOOD CHANCE:THEWALKP88 THE ISLANDSP84 GAMELAN ANAKLEDJAR:WALLACE & P70 CREATIVE BLAST:STUDENTVOICECPD EDUCATION CPDP152 VISITS P150 LEAD SINGINGINSCHOOLP148 DAILY NEWSP140 FLUTE P28 GRETEL P26 P136 P134 WORKSHOPS P80 THE ISLANDSP84 CPD P74 AND TINP72 THURROCK MUSICSERVICES:SOUND THURROCK MUSICSERVICES:MIDAS THURROCK MUSICSERVICES:HOWTO SPARKEDECHO: FOLKSONGWRITING: ROH CREATE ANDSING: STEAM CO:#ARTOFROCKETSP146 SIGNALS: STOP-MOTIONANIMATION SIGNALS: DIGITAL PLAYGROUND GAMES LV21: ALLHANDSONDECK!P100 FLEXER & ROH CREATE ANDSING: MUSIC FORCHANGE:ALLP102-111 GAMELAN ANAKLEDJAR:WALLACE & ESSEX MUSICHUB:CREATIVE MUSIC ENGLISH TOURINGOPERA:PAPER WORKSHOPS P56 BREAKIN’ CONVENTION: HIPHOP ARTS P50-52 BEACON HILLACADEMY: INCLUSIVE CREATION &PRODUCTIONP48 BANG &SMASH MUSIC:SOUND MUSIC FORCHANGE:ALLP102-111 LV21: ALLHANDS ONDECK! P100 P94 INTO FILM:MINDFULNESS ON FILMCPD PROGRAMMING P78 FLEXER &SANDILAND: DIGITAL DANCE TRESTLE: UNMASKING WELLBEINGP158 P138 SIGNALS: WELLBEINGVIDEOGAMES SANDILAND: DIGIT THEMAGIC HANSEL AND AL TRACES 11 CAREERS • BEACON HILL ACADEMY: INCLUSIVE CURRICULUM CPD P68 • SIGNALS: WELLBEING VIDEO GAMES ARTS PROJECT P50 • CREATIVE BLAST: STUDENT VOICE CPD P138 • INTO FILM: CAREERS IN FILM CPD P90 • GAMELAN ANAK LEDJAR: WALLACE & P70 • SPARKEDECHO: SONIC CLASSROOM • THURROCK MUSESUM: DAY IN THE LIFE THE ISLANDS P84 • ESSEX MUSIC HUB: CREATIVE MUSIC CPD P142 OF A CURATOR P156 • GATEWAY ACADEMY: CERAMIC CPD P74 • SPARKEDECHO: STORY SOUNDSCAPE TECHNIQUES P86 • ROH CREATE AND DANCE: ALICE’S P144 • KINETIKA: THE DREAM P98 ADVENTURES IN WONDERLAND AND • STEAM CO: #ARTOFROCKETS P146 CLIMATE CHANGE • PUNCHDRUNK: THE VANISHING ROMEO & JULIET P22 • LV21: ALL HANDS ON DECK! P100 LAND P122 • ROH CREATE AND SING: HANSEL AND GRETEL P26 STUDENT VOICE • CHICKENWIRED: SUSTAINABLE • STEAM CO: #ARTOFROCKETS P146 SCULPTURE P58 • ROH CREATE AND SING: THE MAGIC • KINETIKA: THE DREAM P98 FLUTE P28 • BANG & SMASH MUSIC: SOUND INTERVENTION • ROH CREATE AND DESIGN: KS2&3 P32 CREATION & PRODUCTION P48 COLLABORATION • ROH CREATE AND DESIGN: DESIGN • CREATIVE BLAST: STUDENT VOICE CPD • BANG & SMASH MUSIC: SOUND CHALLENGE P34 P70 • BEACON HILL ACADEMY: INCLUSIVE CREATION & PRODUCTION P48 • ROYAL SKAKESPEARE COMPANY: • SPARKEDECHO: FOLK SONGWRITING: ARTS PROJECT P50 • BEACON HILL ACADEMY: INCLUSIVE EYFS/KS1 SHAKESPEARE CPD P130 DAILY NEWS P140 • BREAKIN’ CONVENTION: HIP HOP ARTS CPD P52 • ROYAL SKAKESPEARE COMPANY: WORKSHOPS P56 • BEACON HILL ACADEMY: INCLUSIVE SHAKESPEARE & RACE CPD P132 WELLBEING AND RESILIENCE • CHICKEN WIRED: SUSTAINABLE ARTS PROJECT P50 • THURROCK MUSIC SERVICES: HOW TO SCULPTURE P58 • BREAKIN’ CONVENTION: HIP HOP LEAD SINGING IN SCHOOL P148 • BLACKPOOL GRAND THEATRE: STORY- • THURROCK MUSIC SERVICES: KEY THEMES • FLEXER & SANDILAND: DIGITAL DANCE WORKSHOPS P56 MIDAS LED RESILIENCE CPD P54 PROGRAMMING P78 • CREATIVE BLAST: STUDENT VOICE CPD VISITS P150 • GAMELAN ANAK LEDJAR: WALLACE & P70 • THURROCK MUSIC SERVICES: SOUND • ENGLISH TOURING OPERA: PAPER AND THE ISLANDS P84 EDUCATION CPD P152 TIN P72 • KINETIKA: THE DREAM P98 • INTO FILM: MINDFULNESS ON FILM CPD • MUSIC FOR CHANGE: AFRICAN PERFORMANCE STEAM P94 EXPERIENCES P102 • SIGNALS: WELLBEING VIDEO GAMES TOPICS TO CONSIDER TO TOPICS • MUSIC FOR CHANGE:CARIBBEAN • ENGLISH TOURING OPERA: PAPER AND • BANG & SMASH MUSIC: SOUND P138 EXPERIENCES P104 TIN P72 CREATION & PRODUCTION P48 • TRESTLE: UNMASKING WELLBEING P158 • MUSIC FOR CHANGE: CHINESE • RENDERED RETINA: MACBETH P126 EXPERIENCES P106 • RENDERED RETINA: TIMON OF ATHENS WORLD CULTURE • MUSIC FOR CHANGE: EUROPEAN P128 • FLEXER & SANDILAND: DIGITAL DANCE EXPERIENCES P108 • ROH: SCHOOLS MATINEES P44 PROGRAMMING P78 • GAMELAN ANAK LEDJAR: WALLACE & • MUSIC FOR CHANGE: INDIAN • FLEXER & SANDILAND: DIGITAL THE ISLANDS P84 EXPERIENCES P110 SCHOOL STRATEGY TRACES P80 • MUSIC FOR CHANGE: AFRICAN • ROH CREATE AND DANCE: EVERYBODY • ROH CREATE AND DESIGN: KS2&3 P32 EXPERIENCES P102 BEACON HILL ACADEMY: DANCE! P24 • INCLUSIVE • ROH CREATE AND DESIGN: DESIGN • MUSIC FOR CHANGE:CARIBBEAN ARTS CPD P52 CHALLENGE P34 EXPERIENCES P104 COMMUNITY ENGAGEMENT • BEACON HILL ACADEMY: INCLUSIVE • MUSIC FOR CHANGE: CHINESE ARTS PROJECT P50 • SIGNALS: DIGITAL PLAYGROUND EXPERIENCES P106 • BEACON HILL ACADEMY: INCLUSIVE • BLACKPOOL GRAND THEATRE: STORY- GAMES P134 • MUSIC FOR CHANGE: EUROPEAN ARTS CPD P52 LED RESILIENCE CPD P54 EXPERIENCES P108 • CREATIVE BLAST: DRAMA IN THE • SIGNALS: STOP-MOTION ANIMATION • MUSIC FOR CHANGE: INDIAN P136 EXPERIENCES P110 • GOOD CHANCE THEATRE: THE WALK P88

12 RETURN TO CONTENTS 13 COMBINED ARTS DIGITAL MUSIC LITERACY

• BREAKIN’ CONVENTION: HIP HOP WORKSHOPS P56 • CREATIVE BLAST: STUDENT VOICE CPD • FLEXER & SANDILAND: DIGITAL DANCE P70 • BLACKPOOL GRAND THEATRE: STORY- PROGRAMMING P78 • BANG & SMASH MUSIC: SOUND • GOOD CHANCE: THE WALK P88 LED RESILIENCE CPD P54 • PUNCHDRUNK: THE VANISHING LAND CREATION & PRODUCTION P48 • INTO FILM: LITERACY THROUGH FILM • KINETIKA: THE DREAM P98 P122 • ESSEX MUSIC HUB: CREATIVE MUSIC CPD P92 • LV21: ALL HANDS ON DECK! P100 • SIGNALS: DIGITAL PLAYGROUND CPD P74 • PUNCHDRUNK: A SMALL TALE P120 • MUSIC FOR CHANGE: AFRICAN GAMES P134 • GAMELAN ANAK LEDJAR: WALLACE & EXPERIENCES P102 • SIGNALS: WELLBEING VIDEO GAMES • ROYAL SKAKESPEARE COMPANY: THE ISLANDS P84 • MUSIC FOR CHANGE:CARIBBEAN P138 EYFS/KS1 SHAKESPEARE CPD P130 • SPARKEDECHO: FOLK SONGWRITING: EXPERIENCES P104 • SPARKEDECHO: SONIC CLASSROOM • ROYAL SKAKESPEARE COMPANY: DAILY NEWS P140 MUSIC FOR CHANGE: • CHINESE CPD P142 SHAKESPEARE & RACE CPD P132 • THURROCK MUSIC SERVICES: MIDAS EXPERIENCES P106 • SPARKEDECHO: STORY SOUNDSCAPE VISITS P150 MUSIC FOR CHANGE: • INDIAN P144 • THURROCK MUSIC SERVICES: SOUND EXPERIENCES P110 EDUCATION CPD P152 • ROH: SCHOOLS MATINEES P44 • STEAM CO: #ARTOFROCKETS P146 ILLUSTRATED ICONS ILLUSTRATED ART FORM MAP DRAMA HERITAGE SINGING

DANCE

• COMPLETE COMMEDIA CO: MASKED COMEDY P62 • CREATIVE BLAST: DRAMA IN THE CURRICULUM CPD P68 • THURROCK MUSESUM: DAY IN THE LIFE • FLEXER & SANDILAND: DIGITAL • NATIONAL THEATRE: LET’S PLAY P114 OF A CURATOR P156 • ENGLISH TOURING OPERA: PAPER AND TRACES WORKSHOPS P80 • NATIONAL THEATRE: NEW VIEWS P116 • THURROCK MUSESUM: BATTLE OF TIN P72 • ROH CREATE AND DANCE: ALICE’S MUSIC FOR CHANGE: • RENDERED RETINA: MACBETH P126 BRITAIN P154 • EUROPEAN ADVENTURES IN WONDERLAND AND EXPERIENCES P108 ROMEO & JULIET P22 • RENDERED RETINA: TIMON OF ATHENS P128 • ROH CREATE AND SING: HANSEL AND • ROH CREATE AND DANCE: EVERYBODY GRETEL P26 DANCE! P24 • PUNCHDRUNK: PERFORMANCE PRACTICE WORKSHOPS P124 • ROH CREATE AND SING: THE MAGIC • ROH: INFRA P42 FLUTE P28 • TRESTLE: UNMASKING WELLBEING P158 • THURROCK MUSIC SERVICES: HOW TO LEAD SINGING IN SCHOOL P148

DESIGN & INCLUSIVE THEATRECRAFT ARTS

FILM VISUAL ARTS • BEACON HILL ACADEMY: INCLUSIVE • CHICKEN WIRED: SUSTAINABLE ARTS P50-52 SCULPTURE P58 • NATIONAL COLLEGE: TECHNICAL THEATRE WORKSHOP P112 • INTO FILM: CAREERS IN FILM CPD P90 • ROH CREATE AND DESIGN: KS2&3 P32 • CHICKENWIRED: SUSTAINABLE • INTO FILM: LITERACY THROUGH FILM SCULPTURE P58 • ROH CREATE AND DESIGN: DESIGN CPD P92 CHALLENGE P34 • FIRSTSITE: LEARNING TO LOOK P76 • INTO FILM: MINDFULNESS ON FILM • FOCAL POINT GALLERY: ARTIST-LED CPD P94 DISCOVERY P82 • GATEWAY ACADEMY: CERAMIC TECHNICAL • NATIONAL COLLEGE: TECHNIQUES P86 THEATRE WORKSHOP P112

14 RETURN TO CONTENTS 15 The following teacher training opportunities • ROH CREATE AND DANCE: ALICE’S are listed as either initiating a project or ADVENTURES IN WONDERLAND AND stand-alone. Essential training for Cultural ROMEO & JULIET P22 Champions, or other designated members of • ROH CREATE AND DANCE: staff as Project Leads, is held at High House EVERYBODY DANCE! P24 Teacher Production Park, Purfleet. Dates are • ROH CREATE AND SING: HANSEL AND available on the following CALENDAR page GRETEL P26 and times are listed within each offers page. • ROH CREATE AND SING: THE MAGIC FLUTE P28 CULTURAL CHAMPION TRAINING • ROH CREATE AND DESIGN: KS2&3 P32 • ROH CREATE AND DESIGN: DESIGN training and Leadership Development Training (LDT) is CHALLENGE P34 an opportunity for Cultural Champions to develop their leadership skills and expertise. STAND-ALONE CPD The full course of 5 sessions costs £300 per teacher, however this is offered to schools • BEACON HILL ACADEMY: INCLUSIVE FREE of charge for up to two teachers per ARTS CPD P52 school. CPD • BLACKPOOL GRAND THEATRE: STORY- LED RESILIENCE CPD P54 These essential twilight sessions are a key CHICKENWIRED element towards successfully embedding • : SUSTAINABLE SCULPTURE CPD P58 the Trailblazer programme in your school and measuring the impact on your students. • CREATIVE BLAST: DRAMA IN THE CURRICULUM CPD P68 TRAILBLAZER LAUNCH • CREATIVE BLAST: STUDENT VOICE CPD 14/09/21, 5.00-6.00, VIRTUAL P70 • ESSEX MUSIC HUB: CREATIVE MUSIC LDT 1 13/10/21, 4.00-6.00, IN-PERSON CPD P74 LDT 2 18/11/21, 4.00-6.00, VIRTUAL • FIRSTSITE: LEARNING TO LOOK P76 LDT 3 20/01/22, 4.00-6.00, IN-PERSON • INTO FILM: CAREERS IN FILM CPD P90 LDT 4 10/03/22, 4.00-6.00, VIRTUAL • INTO FILM: LITERACY THROUGH FILM LDT 5 19/05/22, 4.00-7.00, IN-PERSON CPD P92 • INTO FILM: MINDFULNESS ON FILM CPD TRAILBLAZER SHARING P94 08/07/22, 4.00-6.00, IN-PERSON • NATIONAL COLLEGE: TECHNICAL PROJECT CPD THEATRE WORKSHOP P112 • ROYAL SKAKESPEARE COMPANY: • BEACON HILL ACADEMY: INCLUSIVE EYFS/KS1 SHAKESPEARE CPD 130 ARTS PROJECT P50 • ROYAL SKAKESPEARE COMPANY: SHAKESPEARE & RACE CPD P132 • KINETIKA: THE DREAM P98 • SPARKEDECHO: SONIC CLASSROOM NATIONAL THEATRE: • LET’S PLAY P114 CPD P142 • NATIONAL THEATRE: NEW VIEWS P116 • THURROCK MUSIC SERVICES: HOW TO • PUNCHDRUNK: A SMALL TALE P120 LEAD SINGING IN SCHOOL P148 • PUNCHDRUNK: THE VANISHNG LAND • THURROCK MUSIC SERVICES: SOUND P122 EDUCATION CPD P152 • TRESTLE: UNMASKING WELLBEING P158

16 RETURN TO CONTENTS 17 2021/22 KEY DATES (in-person, unless otherwise stated. Dates in bold are compulsory for all) AUTUMN TUESDAY 14 SEPTEMBER Trailblazer Launch (Virtual) THURSDAY 16 SEPTEMBER ROH Create and Design: Design Challenge CPD (Virtual) 16, 22, 29 SEPTEMBER National Theatre: New Views CPD (Virtual, either dates) FRIDAY 24 SEPTEMBER ROH Schools Matinee: The Magic Flute (Opera) TUESDAY 28 SEPTEMBER TMS: How to Lead Singing in School CPD THURSDAY 30 SEPTEMBER Into Film: Mindfulness on Film CPD (Virtual) FRIDAY 1 OCTOBER Trailblazer: Leadership Symposium (Virtual) TUESDAY 5 OCTOBER Beacon Hill Academy: Inclusive Arts CPD TUESDAY 12 OCTOBER Creative Blast: Student Voice CPD WEDNESDAY 13 OCTOBER Trailblazer Leadership Development Training 1 TUESDAY 19 OCTOBER Kinetika: The Dream CPD FRIDAY 5 NOVEMBER ROH Schools Matinee: Giselle (Ballet) TUESDAY 9 NOVEMBER Creative Blast: Drama in the Curriculum CPD THURSDAY 11 NOVEMBER Royal Shakespeare Co: EYFS/Primary Shakespeare CPD FRIDAY 12 NOVEMBER Royal Shakespeare Co: Shakespeare & Race CPD THURSDAY 18 NOVEMBER Trailblazer Leadership Development Training 2 (Virtual) THURSDAY 25 NOVEMBER ROH Create and Design: KS2 CPD FRIDAY 26 NOVEMBER ROH Create and Design: KS3 CPD Calendar of TUESDAY 7 DECEMBER ROH Schools Matinee: The Nutcracker (Ballet) SPRING THURSDAY 6 JANUARY Into Film: Raising Literacy through Film 1 CPD (Virtual) WEDNESDAY 12 JANUARY ROH Create and Dance: Alice/R&J CPD FRIDAY 14 JANUARY Punchdrunk: The Vanishing Land CPD activity THURSDAY 20 JANUARY Trailblazer Leadership Development Training 3 FRIDAY 28 JANUARY Punchdrunk: A Small Tale CPD TUESDAY 1 FEBRUARY ROH Create and Sing: Hansel & Gretel CPD Part 1 (Virtual) TUESDAY 8 FEBRUARY Kinetika: The Dream Workshop WEDNESDAY 9 FEBRUARY Into Film: Raising Literacy through Film 2 CPD TUESDAY 15 FEBRUARY ROH Create and Sing: Hansel & Gretel CPD Part 2 TUESDAY 23 FEBRUARY Trestle: Unmasking Wellbeing CPD

FRIDAY 25 FEBRUARY ROH Schools Matinee: Romeo & Juliet (Ballet) MONDAY 28 FEBRUARY Into Film: Careers in Film CPD (Virtual) WEDNESDAY 2 MARCH ROH Create and Dance: Everybody Dance CPD FRIDAY 4 MARCH National College: Technical Theatre Workshop THURSDAY 10 MARCH Trailblazer Leadership Development Training 4 (Virtual) THURSDAY 10 MARCH SparkedEcho: Sonic Classroom CPD TUESDAY 15 MARCH ROH Create and Sing: Magic Flute CPD Part 1 (Virtual) THURSDAY 25 MARCH ROH Create and Sing: Magic Flute CPD Part 2 TUESDAY 29 MARCH ChickenWired: Sustainable Sculpture CPD FRIDAY 1 APRIL ROH Schools Matinee: La Traviata (Opera) SUMMER FRIDAY 29 APRIL Essex Music Hub: Creative Music CPD TUESDAY 10 MAY ROH Schools Matinee: Swan Lake (Ballet) WEDNESDAY 11 MAY Blackpool Grand: Story-Led Resilience CPD Part 1 (Virtual) WEDNESDAY 18 MAY Blackpool Grand: Story-Led Resilience CPD Part 2 (Virtual) THURSDAY 19 MAY Trailblazer Leadership Development Training 5 + SLT 2 & 3 JUNE English Touring Opera: Paper & Tin Performances MONDAY 5 JULY Beacon Hill Academy: Inclusive Arts Project Sharing FRIDAY 8 JULY Trailblazer Sharing

18 RETURN TO CONTENTS 19 20 possibilities ROH learning Discover

ROYAL OPERA HOUSE NATIONAL PROGRAMMES W ballet andtheatrecraftintotheclassroom. by teachers,bringingtheworldofopera, holds FREElearningcontentwrittenforand The RoyalOperaHouseLearningPlatform ROH LEARNINGPLATFORM teachers takingastepintoourworld. suite ofonlineprogrammesthatsupport centre ofeverychild’seducationthrougha Our aimistoplacecreativelearningatthe of engagementthatworksbestforthem. structured tohelpteacherschoosethelevel the nationalcurriculum;resourcesare teachers lookingtodiversifytheirdeliveryof nationally. Theprogrammesareaimedat companies –The Royal Opera andThe Home to two oftheworld’s great artistic people’s lives through opera andballet. The Royal Opera House of Artsmark. framework, aswellsupporting thedelivery and providelinkstothenew Ofsted been developedbyteachers, forteachers, Our curriculum-basedschemes ofworkhave Key Stage1toFE/HElevel. were year onyear. national programmes,withincreasinguptake of engagementforthedevelopmentthese Thurrock continuestoworkasacornerstone art anddesign. learning throughdance,dramaticsingingand and providethemwiththetoolstofacilitate training days buildteachers’ c and are highqualityandinspirational. The work have beendeveloped with teachers professional development andschemesof The Royal Opera Houseschools’c ground. audiences across theUKandto break new always accessible andengaging,to develop of theRoyal Opera House–we seekto be Royal Ballet,performing withtheOrchestra RETURN TO CONTENTS e off being deliveredin690schools er arangeoflearningresourcesfrom Pre pandemictheprogrammes aimsto enrich onfidenc ertifi

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service ROH Classroomisournewdirectstreaming ROH CLASSROOM packed withexpertadviceandinsight. presented asstand-alonelearningunits, resources forhigherKeyStagesare OUR can beenjoyedfreeofchargebyyourclass. productions ofoperasandballetsthat This includesaccesstofull-length selection ofourworkstoyourclassroom. to streamcompleteperformancesofa lesson Immersive lesson Taster, five-lessonExplorerandten- The schools’programmesareoff House. practitioners workingwiththeRoyalOpera resources areproducedbyspecialist engagement thatworksbestforyou.Allour structured tohelpyouchoosealevelof independent learning,ourresourcesare or astudentlookingtosupportyourown your deliveryoftheNationalCurriculum Whether OUR RESOURCES resources. training/CPD opportunities,amongother performance activitiesandourwiderteacher Schools’ Matineeperformances,preandpost The platformalsoholdsinformationabout SCHOOLS MATINEES INFRA CREATE ANDDESIGN CREATE ANDSING CREATE ANDDANCE PROGRAMMES , off you’re ering youtheopportunity a teacher courseversions.The looking ered intwo- to diversify 44 32 26 22 42 21 Students will: Teachers are encouraged to continue delivering dance in the classroom and • Develop their imagination and creativity engage with ballet as an art form. We also • Gain confidence, independence, encourage teachers to share their new skills resilience and many more transferable with colleagues and to take part in the skills such as: Mastery learning, Meta project the following year, to deepen their cognition, self-regulation, Effective peer learning and experience. working and Providing evaluative feedback RESOURCES AND SUPPORT • Develop their musicality The CPD is supported by free-to-access • Develop flexibility, strength, technique, digital resources hosted on the ROH control and balance in line with the Learning Platform. Physical Education curriculum • Create and perform dances using a Teachers also gain access to: range of movement patterns • ROH Classroom – a platform to share The programme also aims to extend the full-length ballet recordings with students cultural capital of the school, teacher and • The opportunity to send videos of your individual students taking part. work to the Royal Opera House for feedback CROSS-CURRICULAR LINKS • Congratulations videos and certificates to download on completion of the project There are many cross-curricular links, which The Royal Opera House’s Create and Dance of short films, ot inspire and entertain • Supporting videos on the ROH YouTube will be discussed at the CPD: programme offers creative learning for students at the beginning of each lesson. channel primary and secondary schools across the The films provide a window into the world • LITERACY: creative writing, character Schools can use the programmes to support UK. of the Royal Opera House and the creative writing and storytelling, using Lewis their Artsmark journey. Arts Award Explore process undertaken to make a ballet, while Carroll’s and Shakespeare’s texts or Discover resources are also available. The programme has been designed with demonstrating the similarities to the creative • MATHS: symmetry, patterns, angles teachers, maintaining strong curriculum process explored by the students in school. • SCIENCE: ballet technique – momentum COST links to develop student’s understanding Teachers also gain access to full-length and balance of dance, unlocking their imagination and ballet recordings to share with students. • MUSIC: motif development FREE creativity. With dedicated teacher training, • PSHE/PHILOSOPHY: critical evaluation of classroom films and lesson plans, these SUITABILITY each others work RECOMMENDED resources suit the needs of teachers and • PHYSICAL EDUCATION: can improve PE their students. KS1, KS2, KS3 and SEND. Schools can deliver This offer could complement the following: this project with as many classes as they provision, covering four of the five key ABOUT THE PROJECT wish. Schools are invited to send multiple indicators of the schools Sports Premium • ROH National Programmes teachers to the CPD or a representative who • ROH School Matinees TEACHER COMMITMENT AND TRAINING ALICE’S ADVENTURES IN WONDERLAND will disseminate the resources. ‘...Instead of just reading (the AND ROMEO AND JULIET DATES, LOCATION AND FORMAT Attendance at the CPD is required. Teachers book) to my class - we created Alice’s Adventures in Wonderland and need no previous dance knowledge to take motifs that the hero could repeat part.

Romeo and Juliet provide the stimulus for a A one day CPD on Wednesday 12 January whenever he faced the villain... KS1 Create and Dance scheme of work that can 2022 9.00am – 4.00pm at High House Everything that I experienced in support cross-curricular learning, particularly Production Park, Purfleet. Teachers are encouraged to take the literacy. learning from any activity back into the the CPD was used in the lesson and Followed by a teacher-led ten-week scheme classroom, using the scheme of work and pupils were enthused and engaged A CPD Certified, one-day, practical training of work aligned to the National Curriculum films provided. in the story’ KS2 that explores the ‘Building Blocks’ of dance and supported by digital content. to inspire cross-curricular learning. The The training will also help teachers to find CREATE AND DANCE CREATE warm up session provides a clear language LEARNING OUTCOMES their own links to the wider curriculum and structure for creating movement, which and use dance as a useful tool for creative develops throughout the day. Teachers will: learning. KS3 WHAT HAPPENS AT THE END? Teachers engage with three different • Gain confidence in the planning and creative explorations to generate movement, delivery of creative dance workshops using themes from Royal Ballet repertory. We encourage teachers to find opportunities • Gain ideas for increasing the impact to perform their finished dance to a live This practical training provides teachers with of their work in and through the arts, the skills and confidence to empower their audience; in assembly, as part of a school ranging from enjoyment and enrichment, show, or end of year festival. students to create dance pieces of their own. to developing core learning and teaching The activity is interspersed with moments • Explore fresh approaches to suit different

ROYAL OPERA HOUSE ROYAL This is to ensure the students feel the of discussion, lesson planning and an online learning styles tour of the ROH Learning Platform. benefit of performing to an audience, as well • Explore current topics in school, using as ensuring the teachings from The Royal dance as a springboard for cross- The CPD is supported by free-to-access Ballet dancers, during the weekly lessons, curricular work – particularly literacy digital resources hosted on the ROH become embedded in practice. Learning Platform, which allows teachers to • Gain an understanding of ballet and complete a ten-lesson (Immersive) scheme insights into a specific work in the Royal

of work based on Royal Ballet repertory. Ballet’s current repertory. SEND The schemes of work include a series

22 RETURN TO CONTENTS RETURN TO KS MATRIX 23 • Gain confidence, independence, resilience Teachers also gain access to: and many more transferable skills such as: Mastery learning, Meta cognition, self- • ROH Classroom – a platform to share full- regulation, Effective peer working and length ballet recordings with students Providing evaluative feedback • The opportunity to send videos of your • Develop their musicality work to the Royal Opera House for • Develop flexibility, strength, technique, feedback control and balance in line with the • Congratulations videos and certificates to Physical Education curriculum download on completion of the project • Perform dances using a range of • Supporting videos on the ROH YouTube movement patterns channel The programme also aims to extend the Schools can use the programmes to support cultural capital of the school, teacher and their Artsmark journey. Arts Award Explore individual students taking part. or Discover resources are also available.

CROSS-CURRICULAR LINKS COST

There are many cross-curricular links, which FREE will be discussed at the CPD: RECOMMENDED • LITERACY: creative writing, character writing and storytelling This offer could complement the following: The Royal Opera House’s Create and Dance SUITABILITY • MATHS: symmetry, patterns, angles programme offers creative learning for • ROH National Programmes • SCIENCE: ballet technique – momentum primary and secondary schools across the KS1, KS2, KS3 and SEND. • ROH School Matinees and balance UK. Teachers who engage with this project will • MUSIC: motif development The programme has been designed with need to have completed a The Nutcracker, • PSHE/PHILOSOPHY: critical evaluation of ‘...Very clear and engaging teachers, maintaining strong curriculum Alice’s Adventures in Wonderland or Romeo each others work CPD. The instructors were very links to develop children’s understanding and Juliet training prior to attending the • PHYSICAL EDUCATION: can improve PE informative and explained mass- of dance, unlocking their imagination and CPD explained below – this could be during provision, covering four of the five key creativity. With dedicated teacher training, previous academic years or 2021/22. indicators of the schools Sports Premium movement techniques so well! classroom films and lesson plans, these There was also clear progression resources suit the needs of teachers and Schools can deliver this project with as TEACHER COMMITMENT AND TRAINING during the day – I now feel their students. Teachers need no previous many classes as they wish. confident to deliver this to my dance knowledge to take part. Attendance at the CPD is required. entire school!’ DATES, LOCATION AND FORMAT ABOUT THE PROJECT Teachers are encouraged to take the A one day CPD on Wednesday 2 March learning from any activity back into the EVERYBODY DANCE! 2022 9.00am – 4.00pm at High House classroom, using the scheme of work and Production Park, Purfleet. fi lms provided. Everybody Dance! is a fun and inclusive way

to creatively engage with dance and get Followed by a teacher-led five-week scheme The training will also help teachers to find KS1 moving. No matter what your age, of work aligned to the National Curriculum. their own links to the wider curriculum experience or ability, you and your students and use dance as a useful tool for creative are invited to become honorary members of LEARNING OUTCOMES learning. The Royal Ballet’s corps de ballet. This Create and Dance scheme of work is Teachers will: WHAT HAPPENS AT THE END? KS2 designed to support the creation and • Gain confidence in the planning and performance of a mass-movement We encourage teachers to find opportunities

CREATE AND DANCE CREATE delivery of creative dance workshops choreography – exploring ways of to perform their finished dance to a live working with large groups of students and • Gain ideas for increasing the impact audience; in assembly, as part of a school maintaining engagement throughout. of their work in and through the arts, show, or end of year festival.

ranging from enjoyment and enrichment, KS3 During this CPD, teachers will revisit the to developing core learning and teaching Teachers are encouraged to continue ‘Building Blocks’ of dance to inspire cross- • Explore fresh approaches to suit different delivering dance in the classroom and curricular learning. Teachers will then engage learning styles engage with ballet as an art form. We also with different creative explorations to • Explore current topics in school, using encourage teachers to share their new skills generate movement and learn some simple dance as a springboard for cross- with colleagues and to take part in the choreography that has been specifically curricular work – particularly literacy project the following year, to deepen their created for a large group of participants. • Gain an understanding of ballet and learning and experience.

ROYAL OPERA HOUSE ROYAL insights into a specific work in the Royal Using themes from Royal Ballet repertory, Ballet’s current repertory RESOURCES AND SUPPORT this practical training provides teachers with the skills and confidence to lead a Students will: The CPD is supported by free-to-access mass-movement dance that your whole digital resources hosted on the ROH school could participate in. The activity is • Develop their imagination and creativity Learning Platform. interspersed with moments of discussion,

lesson planning and an online tour of the SEND ROH Learning Platform.

24 RETURN TO CONTENTS RETURN TO KS MATRIX 25 planning and delivering dramatic singing their new skills with colleagues and to take workshops part in the project the following year, to • Gain ideas for increasing the impact deepen their learning experience. of their work in and through the arts, ranging from enjoyment and enrichment, RESOURCES AND SUPPORT to developing core learning and teaching • Explore fresh approaches to suit different The CPD is supported by free-to-access learning styles digital resources hosted on the ROH • Gain an understanding of opera and Learning Platform. insight into a specific work in The Royal Opera’s current repertory. Teachers also gain access to:

Students will: • Backing tracks to all the songs, including versions with and without the Royal • Develop their imagination and creativity Opera House Youth Opera Company. • Gain confidence, independence, resilience • ROH Classroom – a platform to share and many more transferable skills full-length opera recordings with students • Develop vocal control and quality, learning how to vocally portray character • Congratulations certificates to download on completion of the project • Develop familiarity with, and learn to sing music from a well-known opera • Supporting videos on the ROH YouTube channel • Explore the process behind making an The Royal Opera House’s Create and Sing enable students to generate creative ways of opera and learn what happens behind the programme supports teachers in leading staging scenes. Schools can use the programmes to support scenes at the Royal Opera House engaging and imaginative dramatic singing their Artsmark journey. Arts Award Explore or Discover resources are also available. activities in the classroom, by providing The CPD is a highly practical day and gives CROSS-CURRICULAR LINKS them with quality resources built around teachers the opportunity to experience famous operas. the learning process from the children’s COST There are many cross-curricular links, which perspective as well as opportunities to will be discussed in the CPD: ABOUT THE PROJECT reflect on the underlying pedagogy and FREE teaching skills. LITERACY/DRAMA: HANSEL AND GRETEL • memorising and RECOMMENDED exploring the meaning of lyrics, creative The CPD is supported by free-to-access writing, storytelling, performing in Take your class on an adventure as you digital resources hosted on the ROH This offer could complement the following: character and vocabulary building follow Hansel and Gretel into the woods and Learning Platform which supports teachers • ROH National Programmes • MATHS: counting and division relating to explore Humperdinck’s operatic adaptation to complete a ten-lesson (Immersive) • ROH School Matinees of this magical fairytale, before working scheme of work based on Hansel and Gretel. musical rhythms together to stage your own mini-version of The schemes of work include a series of • MUSIC: all areas of the Music National the opera. The central aim of our Create and short films, ot inspire and entertain students Curriculum are supported for KS1–3 ‘...This was the best CPD I have Sing programme is to empower teachers to and to provide a window into the world of • PSHE/ PHILOSOPHY: critical evaluation ever had. So well put together, explore dramatic singing with their children the Royal Opera House. of each others work and self-reflection informative, pushing us to go in a healthy and engaging way. We know SUITABILITY TEACHER COMMITMENT AND TRAINING beyond our comfort zone... I could one of the most effective ways to improve KS1 the quality of children’s singing is to connect not recommend this more highly’ it to storytelling, character and emotion. KS1, KS2, KS3 and SEND. The programme Attendance at the CPD is required. Create and Sing Hansel and Gretel is full of has been designed to support all teachers Teachers are encouraged to take the imaginative and effective ways to do exactly regardless of whether you have specialised learning from the day’s activities back into CREATE AND SING CREATE that. music or drama training or not. the classroom, using the scheme of work, KS2 musical arrangements, videos and backing The resource includes engaging drama and Schools can deliver this project with as many tracks provided. The training will also help vocal warm-ups built around introducing classes as they wish. Schools are invited teachers to find their own links to the wider your class to the characters of the opera, to send multiple teachers to the CPD or curriculum and use dramatic singing as a and finding ways to physically and vocally a representative who will disseminate the useful tool for creative learning. portray them. The scheme of work and resources. KS3 accompanying digital resources then guide WHAT HAPPENS AT THE END? you through how to learn and stage five DATES, LOCATION AND FORMAT songs from the opera. These songs form the While there is no set final outcome, we central pillars around which you and your A two-part CPD on Tuesday 1 February 2022 encourage teachers to find opportunities ot class will build your own version of Hansel 4.00pm-6.00pm, virtually and Tuesday 15 perform their finished versions of Hansel and and Gretel. February 2022 3.00pm-6.00pm, in-person Gretel to a live audience; in assembly, as part at High House Production Park, Purfleet. of a school show, or end of year festival. This

ROYAL OPERA HOUSE ROYAL Teachers are encouraged to attend a one- is to ensure the students feel the benefit of day Certified CPD day exploring how best to Followed by a teacher-led ten-week scheme sharing their hard work, and that the project facilitate dramatic singing in the classroom, of work aligned to the National Curriculum has a sense of trajectory to a final sharing co-led by a ROH music-practitioner and a and supported by digital content. moment. ROH drama-practitioner. As well as taking participants through the scheme of work LEARNING OUTCOMES Teachers are encouraged to use the and resources our practitioners will share approaches and skills they develop through

their approaches to teaching students songs, Teachers will: their project and to apply them more widely SEND how to encourage vocal quality and how to • Gain confidence and develop skills in to any other performing arts activity they deliver. We also encourage teachers to share

26 RETURN TO CONTENTS RETURN TO KS MATRIX 27 • Gain confidence and develop skills in their project and to apply them more widely planning and delivering dramatic singing to any other performing arts activity they workshops deliver. We also encourage teachers to share • Gain ideas for increasing the impact their new skills with colleagues and to take of their work in and through the arts, part in the project the following year, to ranging from enjoyment and enrichment, deepen their learning experience. to developing core learning and teaching • Explore fresh approaches to suit different RESOURCES AND SUPPORT learning styles • Gain an understanding of opera and The CPD is supported by free-to-access insight into a specific work in The Royal digital resources hosted on the ROH Opera’s current repertory Learning Platform.

Students will: Teachers also gain access to:

• Develop their imagination and creativity • Backing tracks to all the songs, including versions with and without the Royal • Gain confidence, independence, resilience Opera House Youth Opera Company. and many more transferable skills • ROH Classroom – a platform to share • Develop vocal control and quality, full-length opera recordings with learning how to vocally portray character students • Develop familiarity with, and learn to sing • Congratulations certificates to download music from a well-known opera The Royal Opera House’s Create and Sing how to encourage vocal quality and how to on completion of the project • Explore the process behind making an programme supports teachers in leading enable students to generate creative ways of • Supporting videos on the ROH YouTube opera and learn what happens behind the engaging and imaginative dramatic singing staging scenes. channel scenes at the Royal Opera House activities in the classroom, by providing Schools can use the programmes to support them with quality resources built around The CPD is a highly practical day and gives CROSS-CURRICULAR LINKS famous operas. teachers the opportunity to experience the their Artsmark journey. Arts Award Explore learning process form the young person’s or Discover resources are also available. There are many cross-curricular links, which ABOUT THE PROJECT perspective as well as opportunities to will be discussed in the CPD: reflect on the underlying pedagogy and COST THE MAGIC FLUTE teaching skills. • LITERACY/DRAMA: memorising and FREE exploring the meaning of lyrics, creative We are excited to announce the launch of The CPD is supported by free-to-access writing, storytelling, performing in our new resource, Create and Sing The Magic digital resources hosted on the ROH RECOMMENDED character and vocabulary building Flute and are offering Trailblazer Schools the Learning Platform which supports teachers chance to pilot the project by joining us for to complete a ten-lesson (Immersive • MATHS: counting and division relating to This offer could complement the following: musical rhythms one of the first teacher training days. scheme of work based on The Magic Flute, • ROH National Programmes • MUSIC: all areas of the Music National due to be published in February 2021. • ROH School Matinees The central aim of our Create and Sing The schemes of work include a series of Curriculum are supported for KS1–3 programme is to empower teachers to short films, ot inspire and entertain students • PSHE/PHILOSOPHY: critical evaluation of ‘...High quality teaching and each others work and self-reflection explore with their students what it is to sing and to provide a window into the world of guidance, resources and fantastic

dramatically, in a healthy and engaging way. the Royal Opera House. KS1 We know one of the most effective ways TEACHER COMMITMENT AND TRAINING scores and information pack to to improve the quality of young people’s SUITABILITY take away’ singing is to connect their singing to story- Attendance at the CPD is required. Teachers telling, character and emotion. KS1, KS2, KS3 and SEND. The programme are encouraged to take the learning from CREATE AND SING CREATE has been designed to support all teachers the day’s activities back into the classroom, KS2 Join Tamino, Pamina and Papageno on their regardless of whether they have specialised using the scheme of work, musical quest for truth and love in a strange world music or drama training. arrangements, videos and backing tracks where the forces of darkness and light are in provided. bitter battle. The resource includes creative Schools can deliver this project with as many drama and vocal warm-ups designed to classes as they wish. Schools are invited The training will also help teachers to find introduce your class to the characters of to send multiple teachers to the CPD day their own links to the wider curriculum and KS3 the opera, and find aysw to physically and or a representative who will disseminate use dramatic singing as a useful tool for vocally portray them. The scheme of work resources. creative learning. and accompanying digital resources guide you through learning fun to sing music from DATES, LOCATION AND FORMAT WHAT HAPPENS AT THE END? the opera and also creative writing tasks where your class write the script, tying all A two-part CPD on Tuesday 15 March 2022 While there is no set final outcome, we the songs together. 4.00pm-6.00pm, virtually and Thursday 24 encourage teachers to find opportunities ot

ROYAL OPERA HOUSE ROYAL March 2022 3.00pm-6.00pm, in-person at perform their finished versions of The Magic Teachers are encouraged to attend a one- High House Production Park, Purfleet. Flute to a live audience; in assembly, as part day Certified CPD day exploring how to best of a school show, or end of year festival. This facilitate dramatic singing in the classroom, Followed by a teacher-led ten-week scheme is to ensure the children feel the benefit of co-led by a ROH music-practitioner and a of work aligned to the National Curriculum sharing their hard work, and that the project ROH drama-practitioner. As well as taking and supported by digital content. has a sense of trajectory to a final sharing participants through the scheme of work moment.

and resources, our practitioners will share LEARNING OUTCOMES SEND their approaches to teaching students songs, Teachers are encouraged to use the Teachers will: approaches and skills they develop through

28 RETURN TO CONTENTS RETURN TO KS MATRIX 29 30 RETURN TO CONTENTS RETURN TO KS MATRIX 31 LEARNING OUTCOMES RESOURCES AND SUPPORT

Teachers will: The CPD is supported by free-to-access digital resources hosted on the ROH • Develop new resources for the Design Learning Platform. and Technology National Curriculum • Develop a bank of new creative teaching Teachers also gain access to: techniques and skills • ROH Classroom – a platform to share • Consider a fresh approach to enlivening full-length ballet recordings with students the curriculum using ballet and design • The opportunity to send videos of your • Gain confidence to deliver Art and Design work to the Royal Opera House for or build on their creative practice feedback • Congratulations certificates to download Students will: on completion of the project • Supporting videos on the ROH YouTube • Explore their innate creativity to make channel links between the music of ballet and visual design through mark-making and Schools can use the programmes to support drawing their Artsmark journey. Arts Award Explore • Design, research and develop design or Discover resources are also available. ideas and techniques, recording them in a portfolio COST The Royal Opera House’s world class opera materials, design ideas and record their • Make a final model; cutting, shaping, and ballet productions are brought to life on creative process in their Design Portfolio. joining and finishing pieces FREE its famous Covent Garden stages through The six stages of design process also gives • Evaluate and present their design ideas the amazing work of designers, artists and students a structured approach to research and their success RECOMMENDED craft makers who create and manufacture and development of their designs. The • Increase technical knowledge by building the sets and costumes for productions. students are asked to present their designs a model to scale, exploring materials This offer could complement the following: as part of the final submission, developing The Create and Design programme gives oracy and presentation skills. • Progress their personal development and • ROH National Programmes students the opportunity to test and develop creativity with increased metacognition • ROH School Matinees their design skills, based around a ballet Create and Design introduces students to • Practice skills such as presenting, problem solving, time management and production. ballet and to the role of a theatre designer in ‘...The children surprised me with bringing stories on stage alive, providing organisation ABOUT THE PROJECT students with a real and practical insight • Build cultural capital through their ingenious ideas. They were into the world of set designers and makers. understanding opera as an art form and able to talk about the process and CREATE AND DESIGN: KS2 & 3 It will also open their eyes to the skills the ROH as an organisation their choices, showing curiosity required for a career in theatrecraft and and an increased engagement in Closely linked to the KS2–3 National allow students to develop their own skill set, CROSS-CURRICULAR LINKS Curriculum for Design Technology this extending their learning from school to a the arts. They became aware that programme offers a ten-week teacher-led professional context. Widely applicable to English, Maths, Science, these skills have a place in the 21st- scheme of work taking students through the ICT and Computing, Music, Drama and century creative industries’ exciting process of designing for theatre. The SUITABILITY History curriculums. 2020/21 project will be based on Christopher Wheeldon’s imaginative ballet Alice’s KS2 & 3 and SEND, suitable for KS3 classes TEACHER COMMITMENT AND TRAINING Adventures in Wonderland. of: Attendance at the CPD is required. Teachers At the introductory CPD day, teachers will • Art and Design are encouraged to take the learning from KS2 observe demonstrations and take part in the • Design and Technology any activity back into the classroom, using practical elements of the design process, • Graphic Design the scheme of work and films provided. The ready to inspire their students back in the • Production Arts training will also help teachers to find their CREATE AND DESIGN classroom. The CPD is supported by free-to- own links to the wider curriculum and use access digital resources hosted on the ROH Schools can deliver this project with as theatrecraft as a useful tool for creative Learning Platform, which allows teachers to many classes as they wish. Schools are learning. KS3 complete a ten-lesson (Immersive) scheme invited to send multiple teachers to the of work in the Spring Term. The schemes of CPD or a representative who will WHAT HAPPENS AT THE END? work include a series of short films, to inspire disseminate the resources. and entertain students at the beginning of We encourage teachers to find each lesson. The films provide a window into DATES, LOCATION AND FORMAT opportunities to exhibit their students’ work; the world of the Royal Opera House. in assembly, as part of a school show, or end KS2 CPD - Thursday 25 November 2021, of year festival. Teachers are encouraged to

ROYAL OPERA HOUSE ROYAL Students will each follow their own creative 1.00pm-4.00pm continue delivering design in the classroom pathway, using their imagination to realise a and engage with theatrecraft as an art form. set design - with plenty of group activity and KS3 CPD - Friday 26 November 2021, We also encourage teachers to share their partner work throughout the process. 1.00pm-4.00pm new skills with colleagues and to take part in the project the following year, to deepen Students will be set a professional brief to Both dates take place in-person at High their learning and experience. work towards, in order for them to design House Production Park, Purfleet.

the set and create their own model box. They SEND will critique and experiment with

32 RETURN TO CONTENTS RETURN TO KS MATRIX 33 LEARNING OUTCOMES skills with colleagues and to take part in the project the following year, to deepen their Teachers will: learning and experience. • Gain fresh classroom tools to enliven RESOURCES AND SUPPORT teaching practice • Gain a fully developed programme of The CPD is supported by free-to-access resources that can form part of KS4 digital resources hosted on the ROH schemes of work or be used as an Learning Platform. enrichment programme • Develop an enhanced understanding Teachers also gain access to: of theatrecraft processes and career opportunities for students - linking to A digital Design Challenge Teacher Gatsby Benchmark 4 • Resource Book • ROH Classroom – a platform to share Students will: full-length ballet and opera recordings • Design to an industry ‘live’ brief with students • Generate design ideas through research • Congratulations certificates to download and analysis, practical trial and testing on completion of the project • Realise design ideas as finished artefacts; • Supporting videos on the ROH YouTube working with machinery to produce final channel design exemplar to scale The Royal Opera House’s world class opera The project is aligned to GCSE specifications • Analyse and evaluate outcomes Schools can use the programmes to support and ballet productions are brought to life on for Design Technology and can be used • Explore practical applications and their Artsmark journey. its famous Covent Garden stages through as a mock exam framework for Year 10–11 functionality of materials the amazing work of designers, artists and Art and Design subjects. The six stages COST • Progress their personal development and craft makers who create and manufacture of design process also gives students creativity with increased metacognition the sets and costumes for the productions. a structured approach to research and FREE Practice skills for employability such development of their designs. The students • as presenting, problem solving, time Design Challenge gives students the are asked to present their designs as part of RECOMMENDED management and organisation opportunity to test and develop their design the final submission developing oracy and skills, based around a ballet or presentation skills. • Build cultural capital through This offer could complement the following: understanding opera as an art form and opera production. It also gives schools the • ROH National Programmes opportunity to enter students’ work in the Deisgn Challenge will provide students with the ROH as an organisation • ROH School Matinees national ROH Design Challenge competition. a real and practical insight into the world of set and costume designers and makers. It CROSS-CURRICULAR LINKS ABOUT THE PROJECT will open their eyes to the skills required for a career in theatrecraft and allow students Widely applicable to English, Maths, Science, ‘...The students excelled beyond to develop their own skill set, extending ICT, Music, Drama and History curriculums. our expectations, we found DESIGN CHALLENGE KS4-5+ their learning from school to a professional TEACHER COMMITMENT AND TRAINING this difficult to whittle down to context. one student for submission as In 2021/22, the project uses Peter Grimes, SUITABILITY Attendance at the CPD is required. Teachers standards were so high’ Benjamin Britten’s sombre opera about a will lead the project in their setting with fisherman ostracised by his community as a plans and resources provided, facilitating the design stimulus. KS4 GCSE Art and Design, Design Technology, Graphic Design, Textiles and various components of the project. The project will be teacher-led, thus offering Production Arts only. Design Challenge can exciting skills development for teachers be used as a project for UAL qualifications or WHAT HAPPENS AT THE END? in the relevant subject areas. Teachers attend contribute towards an EPQ project. an introductory CPD day, lead by Teachers can enter the national Design a professional designer, where they will DATES, LOCATION AND FORMAT Challenge competition by holding in-school

CREATE AND DESIGN be taken through the scheme of work, judging, following which they submit their classroom tools and be given access to all of CPD delivered virtually on Thursday 16 students’ shortlisted entry(ies) for the the resources accompanying the project. September 2021, 4.00pm-6.00pm judging process at ROH via an online portal.

The CPD is supported by free-to-access The winners are announced nationally digital resources hosted on the ROH Key project dates include: and invited to an industry experience and Learning Platform. The resources include a celebration day at ROH Covent Garden

series of short films, to inspire and entertain • Thursday 24 June 2021: virtual launch where their work will be on public display in KS4 students, providing a window into the world (recorded if not able to attend) the Linbury Foyer. Each entry to the judging of the Royal Opera House. Students will be process also receives detailed feedback.

ROYAL OPERA HOUSE ROYAL set a ‘live’ brief to work towards by a • Friday 1 April 2022: finalists online

professional director and choose to follow submission deadline We encourage teachers to find opportunities one of two creative pathways: to exhibit their students’ work; in assembly, as part of a school show, or end of year • Friday 22 April 2022: winners festival. • COSTUME DESIGN: WORKING WITH announcement TEXTILES Teachers are encouraged to continue • Friday 24 September 2022: winners

delivering design in the classroom and SEND • SET DESIGN: BUILDING A MODEL BOX celebration and exhibition engage with theatrecraft as an art form. We also encourage teachers to share their new

34 RETURN TO CONTENTS RETURN TO KS MATRIX 35 36 RETURN TO CONTENTS RETURN TO KS MATRIX 37 38 RETURN TO CONTENTS RETURN TO KS MATRIX 39 40 RETURN TO CONTENTS RETURN TO KS MATRIX 41 devices used when creating Infra with the work and its choreographic intent The Royal Ballet and approach, to support their teaching of Infra in line with the AQA GCSE dance • Opportunities to discuss the features specification – while being able to share the of the production, including the work sections of repertory learned during the of Julian Opie, Max Richter, Chris Ekers, session with their class. Lucy Carter and Moritz Junge RESOURCES AND SUPPORT LEARNING OUTCOMES The workshops are supported by free-to- By the end of the workshops both teachers access digital resources hosted on the ROH and students will have: Learning Platform.

• Learnt one section of the repertory from Teachers also gain access to: Wayne McGregor’s Infra and explored different ways of performing material • ROH Classroom – a platform to share full-length ballet recordings with students • The skills to analyse the choreographic • Supporting videos on the ROH YouTube intent and approach through a series of channel creative tasks Schools can use the programme to support • A better knowledge of the physical and their Artsmark journey. The Royal Opera House aims to enrich provide students with a comprehensive aural setting and other features of the COST people’s lives through opera and ballet. understanding of Infra through exploring work Home to two of the world’s great artistic creative tasks used during the making of companies – The Royal Opera and The Infra to support their studies of GCSE dance. • An understanding of the physical, £300 (two hours) Royal Ballet, performing with the Orchestra technical and expressive skills required £420 (four hours) of the Royal Opera House – we seek to be TEACHER WORKSHOP when performing Infra RECOMMENDED always accessible and engaging, to develop audiences across the UK. A practical workshop for teachers, led by a • Increased understanding of their own and This offer could compliment the following: INFRA Royal Opera House practitioner, exploring others’ physical signature ABOUT THE PROJECT Infra in detail. Providing practical tools, • ROH National Programmes activities and tasks that will support teachers • An ability to use different choreographic • ROH School Matinees INFRA in their delivery of the GCSE dance course. devices to develop movement material

Choreographed by Resident Choreographer SUITABILITY CROSS-CURRICULAR LINKS ‘...I enjoyed learning about Wayne McGregor, The Royal Ballet’s Infra different choreographic devices (2008) is one of six works selected for the Suitable for KS3–4 students and teachers of Clear links to the AQA Dance GCSE Level used by Wayne McGregor in order AQA GCSE Dance Anthology. This is the first AQA GCSE Dance. specification. time McGregor’s choreography has become to create choreography. I felt the part of the GCSE curriculum. DATES, LOCATION AND FORMAT TEACHER COMMITMENT AND TRAINING practical workshop will help me to answer set questions’ English choreographer Wayne McGregor Workshop times are arranged in The school is responsible for arranging the was appointed Resident Choreographer of collaboration with schools. date and time of student or teacher (full/half The Royal Ballet in 2006, becoming the first day) workshops, as per the booking request contemporary choreographer to hold the Workshops are offered for either half or full form. For teacher workshops a minimum of post. His many works for The Royal Ballet day sessions. six teachers are required for a booking. include Chroma (2006), Limen (2009), Raven Girl (2013) and Woolf Works (2015). Each workshop will provide opportunities to Teachers responsible for student groups He also directed and choreographed Dido explore the performance, choreography and must be on hand to supervise and be willing and Aeneas / Acis and Galatea (2009) for appreciation aspects of GCSE dance. to take part in the workshops. The Royal Ballet and The Royal Opera. His new ballet The Dante Project will receive its The workshop will include: The school is responsible for providing an KS3 premiere at the ROH in the spring of 2020. appropriate dance studio. • A short introduction to the Royal The Royal Opera House is offering two Opera House, The Royal Ballet and WHAT HAPPENS AT THE END? informative workshop options that Wayne McGregor’s role as Resident complement the free online Infra resource Choreographer STUDENT WORKSHOPS pack. KS4 • A contemporary ballet warm-up Following the workshop students should Workshops for teachers and students exploring physical skills feel more confident discussing Infra and the ROYAL OPERA HOUSE ROYAL are designed to provide a practical work of The Royal Ballet, be able to analyse understanding of Wayne McGregor’s • Learning of a short section of Infra some of the choreographic intent and choreographic process and offer clear links repertory focussing on technical, discuss the physical, aural setting and other to the AQA Dance GCSE Level specification. expressive skills and movement content/ features of the work. motifs STUDENT WORKSHOP TEACHER WORKSHOPS • A series of creative tasks that explore This practical workshop, led by a Royal Wayne McGregor’s choreographic intent Following the workshop teachers should Opera House dance practitioner, will and the choreographic approach and have a more in depth understanding of

42 RETURN TO CONTENTS RETURN TO KS MATRIX 43 The Royal Opera House aims to enrich PRIMARY AND SEND • Music and instruments There are also FREE to access digital people’s lives through opera and ballet. • Singing and operatic style resources hosted on the ROH Learning Home to two of the world’s great artistic THE MAGIC FLUTE (OPERA) • Dance and movement Platform which support further companies – The Royal Opera and The engagement with opera, ballet and theatre • Date: 24 September 2021 • Theatre and lighting Royal Ballet, performing with the Orchestra craft. Teachers gain access to ROH 11.00am-2.30pm • Choreography of the Royal Opera House – we seek to be • Time: (incl. interval) Classroom which offers full length ballets Stagecraft and artistic direction always accessible and engaging, to develop • Stage: Main Stage • and opera recordings, these can be audiences across the UK. • Emotions and social awareness GISELLE (BALLET) watched in the classroom or by students • Literacy and reading subtitles independently. ABOUT THE PROJECT • Date: 5 November 2021 • Storylines and plot twists • Time: 12.30pm-3.30pm (incl. interval) • Other languages and cultures COST Schools are invited to attend a Schools’ • Stage: Main Stage Matinee at the Royal Opera House (ROH) in CROSS-CURRICULAR LINKS All tickets are £7.50, please specify the Covent Garden and experience a world THE NUTCRACKER (BALLET) number of student and teacher tickets you famous performance from either The Royal • Date: 7 December 2021 Widely applicable to Literacy, PSHE, History, are applying for. Ballet or The Royal Opera, alongside the • Time: 12.30pm – 2.50pm (incl. interval) Art and Design, Design Techology, Dance Orchestra of the Royal Opera House. These and Music. RECOMMENDED special performances are just for schools • Stage: Main Stage and offer a magical shared experience in the SWAN LAKE (BALLET) TEACHER COMMITMENT AND TRAINING This offer could compliment the following: magnificent ROH theatre. • Date: 10 May 2022 • ROH National Programmes We provide pre and post performance KS1 • Time: 12.00pm – 3.00pm (incl. intervals) The ROH Learning and Participation team resources for teachers to help support the ‘...The children were absolutely aim to set each production in context and • Stage: Main Stage students understanding of the artforms and help student groups explore the creative, the specific performance. mesmerized.. in complete awe philosophical and wider contextual and wonder throughout and questions raised by our renowned SECONDARY, POST–16 AND SEND WHAT HAPPENS AT THE END? considering the extreme levels KS2 productions. We have developed brand new of deprivation in the area, it is classroom resources available in advance of ROMEO & JULIET (BALLET) Teachers are encouraged to take the

SCHOOLS’ MATINEES unlikely that any of the children the performance and all students will receive • Date: 25 February 2022 learning from any activity back into the a souvenir programmes. will ever have had experienced • Time: 11.30am – 2.30pm (incl. intervals) classroom. Schools can use their visit to the ROH and the performance to support their anything like it before’ • Stage: Main Stage KS3 SUITABILITY Artsmark journey. LA TRAVIATA (OPERA) Suitable for primary, secondary, post–16 and RESOURCES AND SUPPORT SEND school groups. Teachers can apply for • Date: 24 February 2021 tickets for up to a whole year group, tickets • Time: 12.00pm – 3.00pm (no interval) We are delighted to be launching brand will then be allocated based on demand. • Stage: Main Stage new resources for teachers and students to KS4 Please note schools will only be allocated support their visit to the ROH in 2021/22. one performance each. LEARNING OUTCOMES ROYAL OPERA HOUSE ROYAL These resources will include a detailed DATES, LOCATION AND FORMAT A visit to our world famous building gives synopsis; character introductions; short students the opportunity to access the films to be shown in class; and creative and KS5 Please select a performance from the very best of ballet, opera and theatre craft fun activities to engage with the following age-appropriate categories only. in a historic British venue. This visit will production. These can be completed as class projects or individually by the More information on the main stage inspire creativity and open their eyes to students. Students will gain insight into the productions is available on the ROH the career options both on stage and stories, understanding of the artforms and SEND Learning Platform. behind the scenes. Students will expand their knowledge including aspects of: an opportunity to creatively respond to their experience at the ROH.

44 RETURN TO CONTENTS RETURN TO KS MATRIX 45 46 RETURN TO CONTENTS RETURN TO KS MATRIX 47 The Bang & Smash approach to music and creating a class EP of songs to share with an • MUSIC: the workshops/stimulus for song RECOMMENDED music technology is all about inspiration, audience. writing can be linked to specific topic confidence building and self-expression areas that the students are studying if This offer could complement the following: through workshops, lessons, recording, SUITABILITY requested • SparkedEcho: Folk Songwriting: Daily mixing and production. News KS2-5 and SEN TEACHER COMMITMENT AND TRAINING • Thurrock Music Services: Sound Bang & Smash is Gareth Marsh, a musician Education CPD Teachers will be required to arrange times, and sound engineer who has been working Six students per session (can be adjusted to • SparkedEcho: Sonic Classroom CPD in Thurrock for over 15 years. Bang and teacher’s needs). dates, a suitable room for the sessions and Smash music have worked with young select participants prior to the visit. people within Primary schools, Secondary DATES, LOCATION AND FORMAT ‘...Our students love working Schools, post compulsory education, PRU WHAT HAPPENS AT THE END? with Gareth and we love seeing provision, youth clubs, NEET and Youth Workshops will take place in school, all the impact of his flexible and Offending provision. equipment will be provided. The students will receive CDs or MP3s of the personalised approach. Gareth tracks. These can be played to their class never fails to motivate and inspire ABOUT THE PROJECT Dates are available throughout the academic for further song analysis. There is the option year. to expand and develop a cross curricular students – we have seen students’ In small groups (according to teacher project with Art /Media/Photography to confidence as they develop their preference) students will be given an The song writing Project is three one hour create artwork for CDs. musical skills and expertise’ introduction to thinking about music – how sessions in succession over three weeks. it’s made up of different elements – and We would encourage students to host a respond to different styles of music. There is flexibility for this to be discussed music sharing event either in school or to a with teachers to go into greater depth. wider audience. Students will use digital software to: LEARNING OUTCOMES A digital platform for Thurrock Trailblazer

• Create and refine an instrumental track tunes could be created. KS2 • Write their own lyrics to set to their music Students will: Bang and Smash run a music youth club in • Record their own vocals with a focus on partnership with Thurrock Council to young how technology can be used to construct • Recognise how elements of music are put people of 11 years and over, more the building blocks of a piece of music. together information can be obtained at the end of • Develop creative writing skills, music • Compose and arrange music KS3 the project from Bang & Smash music. listening skills, phonological development, • Understand the separate skills involved in music production composition and technology skills for RESOURCES AND SUPPORT music • Develop creative writing • Improve team work Further sessions can be arranged to develop

KS3, KS4 and KS5 students may wish to KS4 • Develop confidence and resilience the students’ skills. This can include sessions work further on their own production and through trying new things with peers in a at local Recording Studios or after school mixing skills to complete the project. safe, supportive environment clubs. Instrumental versions can be created and used for live performances of any tracks BANG & SMASH MUSIC BANG & SMASH This bespoke music project is ideal for CROSS-CURRICULAR LINKS made in the workshops. targeted groups of students. KS5 • LITERACY: through creative lyric writing, COST Bang & Smash practitioners will work with exploring language, rhyme and metre teachers to discuss needs and requirements

SONG CREATION & PRODUCTION SONG CREATION • ICT: the use of music software £250 to confirm the focus on process or product. • MATHS: understanding musical metre and SEND Past projects have introduced a sharing maths of music technology element at the end of the workshops, • SCIENCE: sound making, acoustics

48 RETURN TO CONTENTS RETURN TO KS MATRIX 49 Projects can be tailored to suit the needs of TEACHER COMMITMENT AND TRAINING all involved. Each mainstream school must appoint a DATES, LOCATION AND FORMAT Lead Teacher who will be responsible for coordinating and implementing all steps of Each project will be flexible, in regards to the process. timetabling, from October 2021 - June 2022.

Projects can be designed to achieve specific WHAT HAPPENS AT THE END? targets for both schools/students. There is the option for projects to take place At the end of each project Lead Teachers are exclusively at Beacon Hill or shared between asked to share their process and outcome at both school sites (if accessible). the Sharing Day, through a presentation.

Two compulsory sessions take place on the There is time to openly discuss and evaluate following dates at Beacon Hill Academy, the project in a group Q&A, looking at ways South Ockendon – at the start and end of to develop future opportunities. the process. RESOURCES AND SUPPORT INTRODUCTORY CPD (new schools only) There is the option for a member of Beacon Tuesday 5 October 9.00am-12.00pm, Hill staff ot come to your school, meet Beacon Hill Academy is a school in Thurrock • Reduce fear and apprehension of working followed by a next steps session 12.00pm your students and provide some simple for children with profound, multiple learning with students with PMLD, both for -1.00pm. This CPD will focus on how to information on how to engage and interact and physical difficulties, who cater for students and teachers interact and engage with students with with students with PMLD. This can take students from 2 to 19 years of age. • Develop creative ways of adapting arts PMLD and how to make the arts more place at any stage of your project. activities for learners of all abilities inclusive. Training is led by Speech and Students are supported to follow their own Language, Music and Dance SEN specialists. Other resources and support needed for the personal learning adventure to help them The project covers the following steps, if run project can be identified during tepS 4. to succeed. Parents, families, students, across a half term (six weeks): CONSULTATION (returning schools only) school staff and other professionals all work COST together to plan and deliver exciting and STEP 1 Tuesday 5 October 1.00pm-2.00pm. A lead challenging learning activities for everyone. Attend introductory CPD at Beacon Hill teacher must be present with info on £450 Academy. targeted students, suitable term, dates/ ABOUT THE PROJECT times and any theme. Please note: this cost covers an artist to be STEP 2 involved in three of your six weekly sessions. INTER-SCHOOLS INCLUSIVE ARTS Lead teachers complete an online survey,

SHARING DAY EYFS PROJECT providing suitable terms, dates and For further artist involvement, or extending approximate times for the projects to take Monday 4 July 2022, 3.30pm–5.00pm. Each the project, additional costs are incurred. For the third year running we would like to place, the number of students involved and project comes back together in a celebratory invite schools to join us to create new and any specific aims or art forms. day to discover successes and evaluate the RECOMMENDED exciting inter-school partnership projects. process.

Each school will join with a group of STEP 3 This offer could complement the following: KS1 students in Beacon Hill. Together with the Each school will be matched with a group LEARNING OUTCOMES • Beacon Hill Academy: Inclusive Arts CPD help and planning of their teachers they will: of students from Beacon Hill Academy and an artist will be appointed to work with the • Improved understanding of specific • Work together while exploring an art project. learning and physical difficulties and their potential causes and effects form KS2 ‘...This inclusive arts project has • Decide what they would like to create STEP 4 • Increase in mainstream student been an invaluable experience, • Learn ways to engage with one another All lead teachers come together with their confidence to engage with SEN students/ and develop relationships artist to plan the content of their project. people more learning than you could get Inluding confirming venue, specific times, • Develop increased understanding and from any classroom’ theme and devleoping a weekly plan. They • Increase in levels of engagement from appreciation of each other and their KS3 abilities will also decide how to capture, evaluate, SEN students share, and celebrate their project. • Increased staff confidence in leading/ Past projects have also helped mainstream developing inclusive projects (both SEN STEP 5 students and staff to: and mainstream staff)

INCLUSIVE ARTS PROJECT ARTS INCLUSIVE Run the project – teachers will be actively

• Increase in self-esteem for all students KS4 involved in leading weekly sessions. • Break down deep-rooted beliefs and Remember to celebrate and share the assumptions around working with people CROSS-CURRICULAR LINKS outcomes of the project in-school, with all with special needs those involved. • Recognise the positive effects on all Projects can link to any area of the curriculum, but could specifically link o:t students: spiritual, moral, social and STEP 6 KS5 cultural development Lead teachers attend the Sharing Day at • PSHE/Citizenship BEACON HILL ACADEMY BEACON • Develop a familiarity around people with Beacon Hill Academy. profound and multiple learning difficulties • Health and Social Care (PMLD), which will ultimately make SUITABILITY • GCSE Dance (inclusive dance module) communities more welcoming to people • Special Educational Needs Development SEND with special needs Suitable for all ages EYFS to Post 16. as part of an EHCP

50 RETURN TO CONTENTS RETURN TO KS MATRIX 51 Beacon Hill Academy is a school in Thurrock • Looking at the use of the Lis n’ Tel model • Greater awareness of the adaptive RECOMMENDED for children with profound, multiple learning to explore storytelling with the aim to resources available and physical difficulties, who cater for develop language This offer could complement the following: students from 2 to 19 years of age. • Develop new ideas on how to adapt the • Beacon Hill Academy: Inclusive • Considering how music can be adapted arts to your students’ needs Arts Project Students are supported to follow their own for students who are non-verbal or have personal learning adventure to help them EAL needs • Increased staff confidence in leading/ ‘..The CPD was great, I liked the to succeed. Parents, families, students, developing inclusive arts sessions school staff and other professionals all work • Exploring how music can be used to help practical element, getting to together to plan and deliver exciting and students with low self-esteem to express • Improved arts provision for all students, explore ways I can use dance and challenging learning activities for everyone. themselves including those with additional needs music in the classroom. I can’t wait Over recent years Beacon Hill have been to get back to school to try out • Looking at adaptive visual arts utensils CROSS-CURRICULAR LINKS some new ideas’ developing mainstream links, working for use by students with physical with schools and organisations to develop

difficulties This CPD will have direct reference to EYFS training and projects within the arts – several subject areas, such as Art, Music, including dance, art and music activities. • Using dance to encourage disengaged Literacy and Physical Education. ABOUT THE PROJECT students in the classroom Storytelling and Dance techniques can be Part of the session will also allow time applied more widely across the national

Beacon Hill Academy have developed KS1 for participants to network together as curriculum to inspire creative teaching and an accessible training session that will educational professionals, in order to share learning in any subject area. focus on how different art forms could be ideas and best practice. adapted to be more inclusive for students TEACHER COMMITMENT AND TRAINING with additional needs and SEND in your SUITABILITY classroom. Attendance at the CPD, a willingness to KS2 The content of this training is suitable share best practice and embed the learning This half day CPD will give examples of how for any teachers who have students with more widely in school. the arts can be tailored for inclusivity, as well INCLUSIVE ARTS CPD ARTS INCLUSIVE additional needs in their class, as well any as exploring adaptive resources. Part of the teaching assistants working closely with WHAT HAPPENS AT THE END? CPD will also allow time for participants to

these students. KS3 work together as educational professionals It is hoped that the networking element will to share ideas and good practice. The course If your school is also taking part in inspire teachers to collaborate and share will focus on four main art forms, supported the Beacon Hill Academy Project, it is beyond the CPD session and into the wider by an arts specialist in each of these fields: recommended that you send a different community.

member of staff ot attend this introductory KS4 ART • CPD. RESOURCES AND SUPPORT

• MUSIC DATES, LOCATION AND FORMAT Participants will be sent comprehensive notes from the CPD to support teachers in • STORYTELLING The CPD will take place on Tuesday 5 taking their learning back into the classroom. October 2021, 9.00am – 12.00noon, Beacon KS5 • DANCE Hill Academy, South Ockendon. COST BEACON HILL ACADEMY BEACON

Teachers will explore resources and LEARNING OUTCOMES £50 per teacher/teaching assistant. techniques within the different art forms, SEND including: • Improved understanding of the needs of students

52 RETURN TO CONTENTS RETURN TO KS MATRIX 53 Blackpool Grand Theatre sits in the heart This training will also be an opportunity for of year or wellbeing leads. No previous WHAT HAPPENS AT THE END? of Blackpool, programming a range of colleagues to define and discuss resilience resilience experience is necessary. This touring work including drama, dance, as a way of strengthening pupil well-being CPD is specifically suitable if eacherst are Teachers will take more ideas back to opera, comedy and children’s theatre with and supporting resilience in learning. planning to cover Holes by Louis Sachar school to support their plans for building an annual pantomime and summer show. or Unexpected Twist! by Michael Rosen resilient learners. An Arts Council NPO (National Portfolio These two active and engaging sessions are but the training can work with any story Organisation) Blackpool Grand have delivered virtually. Teachers will use some being read in school. RESOURCES AND SUPPORT consistently been awarded outstanding for drama-based approaches explore how to their work with Children and Young People. use stories as a way to define, identify and DATES, LOCATION AND FORMAT All participants will receive a training explore resilience. Led by Celine Wyatt and resource pack, as well as access to future We work in partnership with Blackpool Phill Fairhurst, who have been working Part 1 'Introduction to the Resilience teachers resources in development English Hub, the RSC (Associate Schools closely with twelve schools, teachers and Framework' delivered virtually on online. Programme) the National Literacy Trust, The artists to develop this innovative literacy Wednesday 11 May 2022, 2.30pm-5.30pm. University of Brighton, Edge Hill University schools-based approach. COST and Blackpool Teaching School Alliance. We Part 2 'Story-Led Resilience™ in Action' EYFS helped to set up our Local Cultural Celine is a fellow of the RSA, Common delivered virtually on Wednesday 18 May £100 per teacher Education Partnership and we are a co- Purpose Leadership Graduate, National 2022, 2.30-pm-5.30pm. leader in Blackpool’s Resilience Revolution. Evidence Champion, Resilient Trainer and RECOMMENDED Practitioner, she has taught in secondary LEARNING OUTCOMES Blackpool Grand have established a schools and local colleges and is a theatre • Into Film: Mindfulness on Film CPD • Punchdrunk: A Small Tale community of practice around creative practitioner. Teachers will gain an understanding of the KS1 resilience that seeks to test, learn, explore Resilience Framework (A. Hart et al 2007, • National Theatre: New Views and evidence the impact of story-led and A member of the RSC’s Education Advisory adapted 2013 and 2015). As well as be arts based approaches to strengthening Committee, Celine has developed and leads introduced to the practice looking at ‘...A very comfortable way to resilience. This work is titled Story-Led the National Creative Resilience Programme stories through a resilience lens, using the Resilience (Celine Wyatt, 2017, adapted working with four regional theatres in bring resilience to children. The Resilience Framework and the Five Stages KS2 2020). Canterbury, Coventry, Norwich and of the Story-Led Resilience Model™. Grand and their artists have been Newcastle who are developing this work Teachers will explore Forum Theatre (A. really clever in the way they have We work in partnership with Boing Boing, with their schools. Boal,1985) and the GROW Coaching introduced characters from stories The University of Brighton and connect our Model (J. Whitmore, 1992) in Story-Led work to the Children and Young People’s Phill is a theatre practitioner with extensive Resilience™ and then brought an understanding Resilience Framework (ref; Prof Angie Hart experience on stage and in the classroom, as of resilience to all’ KS3 et al 2007 and adapted 2012). Our well as being a qualified Boing Boing CROSS-CURRICULAR LINKS evidence-based practice is underpinned by Resilience Therapy Practitioner. Over the our evaluation framework, which was co- last three years Phill has been delivering on Story-Led Resilience ™ has wide-reaching developed with the Healthy Settings Unit at innovative and quality arts resilience links and applications across the National UCLan. projects for the young people of Blackpool. Curriculum, but could best support work KS4 in Literacy/English, Drama, History and

STORY-LED RESILIENCE CPD STORY-LED ABOUT THE PROJECT SUITABILITY approaches to student wellbeing.

AN INTRODUCTION TO 'STORY-LED Resources are tailored for KS2/3, but the TEACHER COMMITMENT AND TRAINING

RESILIENT PRACTICE' TM principles can be applied across the Key KS5 Stages and SEND. It is asked that you consider your schools During this two-part exploratory CPD for approach to strengthening pupil resilience beginners, teachers will work through an This CPD is suitable both for class teachers before attending the CPD, in order to best introduction to Story-Led Resilient Practice, and wider school professionals, such as contribute to discussions.

covering a range of introductory elements senior leadership team members, heads SEND and their possible applications in school

BLACKPOOL GRAND THEATRE BLACKPOOL covering theory and practice. © All rights reserved, Blackpool Grand Theatre

54 RETURN TO CONTENTS RETURN TO KS MATRIX 55 Breakin’ Convention specialises in creating, HIP HOP THEATRE Breakin’ Convention are CROSS-CURRICULAR LINKS RESOURCES AND SUPPORT presenting and touring Hip Hop Dance currently creating a Hip Hop Theatre course Theatre on main stages and festivals through the Level 3 Extended Diploma in • LITERACY: rhyme, multi-syllabic patterns, • Lesson plans available on request incorporating disciplines from rap, spoken Performing Arts for the first ever Hip Hop and poetry techniques • Breakin’ Convention TV (BCTV) Hip hop word and dance. Academy opening in Stratford at the new • Theatre performance footage for analysis 2023 Sadler’s Wells site in . • NUMERACY: choreography and beat • Supporting texts or images for Our workshop facilitators are all active counting workshops can be sent in advance artists in the Hip Hop scene. They use their We offer an intensive workshop day in Hip skills to enrich the curriculum as well as Hop Theatre, where students can Specific skills can be acquired if a workshop COST develop young people’s skills in a genre they experience words, drama and movement to is focused on a section of the curriculum (i.e. are connected to. create a short piece of Hip Hop Theatre. Music, Dance). £320 (half day) Students will experience and develop skills £440 (full day) ABOUT THE PROJECT in Rap, Dance and Drama. The GCSE Dance syllabus contains the Boy Blue piece that had its premiere at Graffitiorkshop W additional material cost: Our workshops can be tailor-made to SUITABILITY Breakin’ Convention; this can be used to £100 (general graffitiorkshop) w your desired outcome depending on your enrich the module through working with our £200 (t-Shirt graffitiorkshop) w are S2-5 subjects/themes, if you let us know what Workshops suitable for K and practitioners who are familiar with, or have you would like beforehand. Breakin’ PRU students. participated in, the piece RECOMMENDED Convention offer workshops in the following themselves. specialisms: Our practitioners have previously worked This offer could complement the following: with SEND students both through TEACHER COMMITMENT AND TRAINING RAP/SPOKEN WORD Working on literacy; movement and sound. • Beacon Hill Academy: Inclusive Arts CPD building confidence in sharing in front of Teachers will be required to correspond with others individually, working on rhyme, Each workshop is for 30 students maximum. Breakin’ Convention directly. Teachers will be ‘...Breakin’ Convention absolutely rhythm and having fun, working as a group asked to provide a range of dates in order love being part of Thurrock DATES, LOCATION AND FORMAT for appropriate artists to be contracted. Trailblazer... The mentors always KS2 DANCE Our Breakin’ Convention festival gave the premiere of Kenrick Sandy’s piece, enjoy connecting with the young Dates and times are flexible across the Teachers should select the participants for which is now part of the GCSE dance academic year and take place in school the workshop in advance and be an active people through Hip Hop and syllabus so we can specifically cover this HIP HOP WORKSHOPS presence in all workshops to encourage watching the confidence of the module Half day (3.5 hours) Full day (5/6 hours)

teacher CPD. students grow is hugely important KS3 GRAFFITI to us’ History of aerosol art, stencilling, LEARNING OUTCOMES WHAT HAPPENS AT THE END? colouring and style, creating a personalised piece of art. This can be on canvas, a mural Participants will learn transferable skills Young people will share or present what or T-shirts. including: they have learnt or created during the KS4 workshop. This can also be part of a bigger LEVEL UP PROJECT An exclusive • Building confidence in public speaking showcase in the school. opportunity to learn and be inspired with a professional artist/creatives from the music If there are any students who would like industry. Explore the journey and practical • Teamwork to pursue their pieces further, Breakin’

tips of successful industry professionals KS5 Convention run events and festivals from the world of music, artist management, • Networking BREAKIN’ CONVENTION throughout the year which can be a platform production and content creation. • Creativity for a performance should they want to participate. Young people have an opportunity to ask

questions directly to professionals in their • New forms of self-expression SEND careers. Breakin Convention has run this during 2020 virtually and can speak to up to 30 young people at half day rate.

56 RETURN TO CONTENTS RETURN TO KS MATRIX 57 CPD TRAINING RESOURCES AND SUPPORT

ChickenWired are also offering a bespoke All tools and sculpture materials are CPD for teachers at High House Production provided for this workshop. However, Park, Purfleet on Tuesday 29 March 2022, schools are required to provide the tissue 4.00pm – 6.00pm. paper for decorating – it is recommended they use recycled plastics or paper for The training will provide teachers with the sustainability, if they wish. basic knowledge of the craft, alongside how to use the wire to provide lessons that As a natural progression to the craft, a cover curriculum areas, such as Maths. Sculpture Kit has been launched so that the art of ChickenWired can be enjoyed at home SUITABILITY by all. This is available to purchase online.

Workshops can be arranged for students ChickenWired also have a resource Book from KS1 through to KS4 and SEND. Below of Templates available to purchase, Year 3 the work can be too difficult, but including new ideas, follow-up activities and prepared pieces can be arranged for progression projects. Several video tutorials decorating purposes only. are also available online.

DATES, LOCATION AND FORMAT ChickenWired is proud to be supporting schools and education settings on their Workshops are planned with the schools, Artsmark journey, if applicable. ChickenWired is the home of wire sculpture linking to themes as required at the time of art by artist and professional sculptor booking. Workshops usually adhere to 30 COST William Ashley-Norman. ChickenWired has student participants, but there is flexibility been created and refined vo er many years with student numbers and number of £480 plus £1.00 per student for materials to bring the craft of sculpting with chicken workshops in one full day. (full day) wire to everyone. Tens of thousands of children throughout the country have LEARNING OUTCOMES £600 large scale collaboration (full day) already taken part in sculpture workshops. • CUT – to start, students use a pair of mini • Improved numeracy as the shapes need CPD £40 per teacher, or FREE to those who ABOUT THE PROJECT cutters, to cut shapes from a wire sheet to be precisely cut book the project in-school. as prompted by sculpture templates. • Gained knowledge and experience Using just a pair of wire clippers, bent- RECOMMENDED nosed pliers and finger-friendly VCP coated working with sculpture tools • CONNECT – following the templates, the chickenwire, the ChickenWired workshops • Developed a wide range of art and design shapes cut provide the threads needed to • Kinetika: The Dream offer pupils a practical, challenging and techniques including: cutting, shaping, connect the different pieces of the thoroughly enjoyable art experience, joining and finishing sculpture together using the threads and creating their own 3D sculpture. • Exercised dexterity and fine motor skills ‘The students were absolutely the mini bent-nosed pliers. • Tested visualisation, precision and amazed by Will’s variety of You can take a look at some of the concentrating skills, as well as sculptures and they couldn’t wait • CREATE – once all pieces are connected impressive, but achievable, sculptures to perseverance the final stage is to create the sculpture. to make their own! Some even

make in class in this video. KS1 The wire can easily be contorted and • Improved confidence by following the asked if they could make another steps to success SUSTAINABLE SCULPTURE WORKSHOP ‘bent’ in/out of shape to form the final in their own time. The children sculpture. CROSS-CURRICULAR LINKS were very well challenged and The activity offered is practical-based and their skills were developed not encourages each student to create their own • COVER – the sculptures are effective as The workshop and sculpture craft links KS2 just wire frames, however the sculptures only in art but mathematics too’ sculpture, following the simple four step to the National Curriculum by the use of can be decorated using tissue paper or process from start to finish. heT workshops materials to sculpt, to develop and share recycled materials or Mod Roc.

CHICKENWIRED actively involve students and offer an ideas, experiences and imagination. Direct exciting, inspiring and inclusive full day links can be made with Maths, Science, Art LARGE SCALE: COLLABORATION experience for students of all abilities. and Design, Design and Technology. KS3

CUT, CONNECT, CREATE AND COVER It is possible to have larger scale sculptures; TEACHER COMMITMENT AND TRAINING a theme can be decided upon following Each student will create and decorate their consultation with the school, such as climate Assistance on the day is required, however change, or saving our forests. SUSTAINABLE SCULPTURE SUSTAINABLE own sculpture following templates that have no previous training is necessary. been created by the artist. To begin, pupils are invited to look at a number of sculptures For example, a tree; the artist would create WHAT HAPPENS AT THE END? that are brought to the workshop. This helps the bare frame sculpture to be brought to build excitement and interest and shows the workshop. Students would then finish All students, whether in a half day or full day what can be achieved from the skills learnt. the sculpture and decorate the tree. Some workshop, should have a piece finished. heT students making smaller branches and twigs, finished sculptures can be used for display The choice of sculpture for students is while others decorate the branches, create within the school or the student can take dependant on their age, time available foliage, or decorate the trunk. their own sculpture home. Students will and the topic required. The workshop then be encouraged to use and reflect on the divides into four different parts; cutting, Everybody will be working towards the one techniques learnt in future creative projects. connecting, creating and covering. finished piece in collaboration with one SEND another.

58 RETURN TO CONTENTS RETURN TO KS MATRIX 59 60 RETURN TO CONTENTS RETURN TO KS MATRIX 61 These include: masked performance, GET SERIOUSLY PHYSICAL: devising, improvisation, directing, stage fighting, slapstick, physical comedy and The workshops will conclude with an clowning. in-school performance of scenarios prepared during the sessions. CROSS-CURRICULAR LINKS RESOURCES AND SUPPORT • ENGLISH: script writing and creative writing opportunities. Shakespeare Teachers and students will be given characters that appear in his plays are resources to support and reinforce the often drawn from Commedia dell‘arte students’ learning. Guidance will be given at the end of each session. • HISTORY: Venetian masks and costumes. Each student will have the opportunity Schools are provided with copies of all video to work in authentic masks and period and photographic evidence collected. costumes provided for use during the workshops. This will require previous COST research around specified events and support for students AN INTRODUCTION TO MASKS & CLOWNING TEACHER COMMITMENT AND TRAINING £200 All workshops are practical and designed specifically for the age and experience of GET SERIOUSLY PHYSICAL Bernadette Wakeling, the founder of the • WORKSHOP 1: an introduction to ten the students. Complete Commedia Company (CCC) masked characters. Through mimicry all has been engaging in community based students will learn to move as the £500 Teachers are asked to meet Bernadette projects and partnering with education characters and have fun devising short in-school to plan the course content well in RECOMMENDED establishments in the local area for 21 scenes. Students will then choose to advance, where outcomes can be discussed years. CCC annually creates street theatre specialise in one character and pre-agreed. performances using the masked street This offer could complement the following: theatre style known as Commedia dell’arte. • WORKSHOP 2: As that character, Teachers will commit to some research and • Trestle: Unmasking Wellbeing students will learn stage combat, engaged support in class, so that practical • Royal Shakespeare Co: CPDs This style was popular in Italy when slapstick, physical comedy and lessons are researched and informed. • Rendered Retina: Timon of Athens Shakespeare was busy performing in clowning. London. Its stock characters are recognisable • Rendered Retina: Macbeth Teachers will also project manage the in every age and every culture. As such, • WORKSHOP 3: In small groups the performances. studying them is an excellent way to explore students devise a scenario based on a prejudice, discrimination and challenge ‘...In the creative hands of pre-negotiated theme. As this is a collaborative project, teachers assumptions based on appearance. will be asked to provide feedback across a Bernadette, the students left behind Thurrock and transported ABOUT THE PROJECT SUITABILITY broad skill base, the acquisition of which is monitored closely. themselves to early 16th-century Complete Commedia Company are offering Suitable for KS1-5. There is a maximum Europe’ 16th Century Europe” of 30 students per session. WHAT HAPPENS AT THE END? sessions using the Commedia dell’arte art KS1 form to build confidence in young people. Students share their work with each other at There are two approaches to choose from: DATES, LOCATION AND FORMAT the end of the sessions.

MASKED COMEDY MASKED AN INTRODUCTION TO MASKS & CLOWNING Dates are flexible across the year, and Students are encouraged to present their KS2 Over the course of two 1:5 hour workshops, AN INTRODUCTION TO MASKS & work and evaluate their progress, setting students will engage in a practical study of CLOWNING: targets for their next sessions and future masks and clowning, status and spontaneity work. - with a chance to explore the Commedia • Two sessions of 1.5 hour workshops A PRACTICAL INTRODUCTION TO dell’arte characters. Through improvisation,

COMMEDIA DELL‘ARTE: KS3 play and guided exploration, students will investigate the physicality of masks: their GET SERIOUSLY PHYSICAL: potential to expose the meaning behind At the end of the workshops, students will have an understanding of the style, texts and experience their ability to reduce • Option 1 (three sessions of 3 hour stock characters and how to use them in barriers and thus enhance their workshops)

performance. KS4 understanding of social interaction. Ideal for • Option 2 (six sessions of 1.5 hour KS1-2. workshops) They will be able to use this to make their GET SERIOUSLY PHYSICAL own work or apply the transferable skills to LEARNING OUTCOMES further study.

Using Commedia dell‘arte to tell local KS5 It is also possible to engage with the ‘Get stories, students will meet the stock Transferable skills include: seriously physical’ project at a later date; characters including Harlequin and Peirrot Communication, innovation, leadership, getting support from the company to and discover their relationship to each other. teamwork, problem solving, creativity, use the skills gained to create Commedia They will work with their masks and self awareness, articulation, evaluation dell‘arte scenarios. costumes and learn how the troupes and presentation. All students will access operated. The sessions run across three the performance skills required by the COMPLETE COMMEDIA CO. COMMEDIA COMPLETE subsequent weeks and include: discipline.

62 RETURN TO CONTENTS RETURN TO KS MATRIX 63 64 RETURN TO CONTENTS RETURN TO KS MATRIX 65 66 RETURN TO CONTENTS RETURN TO KS MATRIX 67 Creative Blast is a Thurrock-based arts improvisation and wider ways to be creative DATES, LOCATION AND FORMAT COST organisation that has been working with through the voice and body. communities, young people and education This CPD will be held on Tuesday 9 November £40 per teacher settings for over ten years. Based at During this course teachers will be shown a 2021, 10.00am - 4.00pm, High House Thameside Theatre, Grays, Creative Blast physical approach to engage learning with Production Park, Purfleet. RECOMMENDED runs a large number of creative projects hands on training. Practical exercises will regularly each year, from outdoor festivals to be peppered with ideas on how to engage LEARNING OUTCOMES This offer could complement the following: one-off workshops, across a multitude of art various approaches to the curriculum • National Theatre: Let’s Play forms. through text, improvisation and wider ways • Confidence in using creative arts to • Punchdrunk: A Small Tale to be creative through the voice and body. enhance curriculum delivery • Punchdrunk: The Vanishing Land ABOUT THE PROJECT • Confidence to empower young people to Teachers will cover: participate in a physical understanding of Learning through drama is a natural human themes and texts being studied process – our brains are ‘wired’ for it, ACT THE PART ‘...A thoroughly fascinating insight meaning we can adapt its practice to a range CROSS-CURRICULAR LINKS of subject matters in the classroom and How to portray character to encourage into a subject area that had beyond. exploration of themes and texts, this could The purpose of this CPD is to apply the always scared me previously – fun, cover historical themes by representing learning to all areas of the curriculum, enjoyable and making me believe We recognise Drama as a strong pedagogy important people throughout history. specifically learning how to approach and a creative process that provides a that I should never doubt my English, Drama, History and Science in a ability to learn something new’ powerful means of exploration, expression PAGE TO STAGE creative and memorable way. KS1 and making meaning. Through it students can learn what it is to be a human being How to develop creative storytelling, TEACHER COMMITMENT AND TRAINING as well as preparing and expressing ideas, bringing set texts, poetry and prose to life as emotions and processes. a teacher and a class. • Teachers should be prepared to

participate fully in the workshop, in both KS2 RUN OUT OF IDEAS To help students to learn in this way, the theoretical and practial elements across the curriculum, teachers need to be • Teachers should come dressed ready to confident in this approach themselves, both Discover fresh techniques and share best move and fully take part practically and theoretically. practice tips. • Teachers should be willing and ready to CREATIVE BLAST CREATIVE DRAMA IN THE CURRICULUM CPD Teachers will look at new games and ways share what they are already doing in class KS3 to map stimuli to get the best learning and the outcomes that they would like to This is both a skills base and ideas sharing outcomes from their students. This mapping achieve by the end of the CPD training day, from the the Director of encourages ways in which we can look at Creative Blast. every area of the curriculum. WHAT HAPPENS AT THE END? KS4 Teachers will be taught dramatic skills to aid Teachers will be able to plan lessons Teachers will leave having a new-found their creative teaching across the curriculum, from the start to end of term, using the confidence in finding and understanding developing their confidence for creative techniques they’ve discovered to add new ways to approach the curriculum and expression, storytelling and delivering the depth and breadth to creative learning. to be able to teach this through creative pathways. curriculum in new ways every day. KS5 SUITABILITY During this CPD teachers will be shown a RESOURCES AND SUPPORT physical approach to training; looking at The learning from this CPD can be adapted

DRAMA IN THE CURRICULUM CPD DRAMA IN THE CURRICULUM practical exercises along with ideas on how to fit all eyk stages. Teachers will be give a Session Workbook

to engage with the curriculum through text, with ideas, plans and templates to take back SEND to the classroom.

68 RETURN TO CONTENTS RETURN TO KS MATRIX 69 70 CREATIVE BLAST STUDENT VOICE CPD theme andoutlines various ways teachers The CPDday introduces student voice as a STUDENT VOICE CPD schools Artsmarkjourney, ifapplicable. an ArtsAward at Bronze level, oralignto the even enableyoung peopleto work towards that will record theirnew skillsandcould Students willcreate Culture Clublog-books performances. activity withinschool,suchasendofyear sites, aswell asto programme cultural museums, libraries, cinemasandheritage bookings, othervisitsto theatres, galleries, club to helpplanyour school’s Trailblazer facilitators, theschoolstaffwillsupport Acting inadualrole aschaperones and as engagewiththeirlocalculturaloffer. to experience culture innew places, aswell or fortnightly andencourages young people This project suggests students meetweekly culture. where students leadtheconversation about to create after-school orlunch time spaces – subject teachers, librarians orsupportstaff within school–whetherartsspecialists, Your Culture Clubwillidentifystafffrom support from theDirector ofCreative Blast. Culture CluborArtsCouncil, withtraining in your schoolby developing aninclusive Discover how to embrace student voice ABOUT THEPROJECT forms. one-off workshops,across amultitudeofart regularly eachyear, from outdoor festivals to runs alarge numberofcreative projects Thameside Theatre, Grays, Creative Blast settings for over ten years. Basedat communities, young peopleandeducation organisation that hasbeenworking with Creative Blast isaThurrock-based arts RETURN TO CONTENTS • • • • • • • • • • • • • Teachers willalsoexplore thefollowing: August 2022. summer culminationandevaluationin in October2021,tothepotentialofa the firststepsandstudentrecruitment achievable Culture Clubtimeline, covering This CPDwillhelpteachers to planan experiences. tickets, manageabudget,andreview their public transport, contact venues to book and what to do, plantheirjourney using to finish–theycould research where to go ownership oftheirCulture Clubfrom start can supportstudents sothey antake share theirexperiences How students canlearnto evaluate and Developing astudent-led qualitymatrix audienceship? What are thebarriers to engagementand people? What are thesuccess factors for young cultural audience members/participants Top tipsfrom young peopleonhow to be experiences? young people’s choices regarding cultural What are thefactors that mightaffect who are they inspired by andwhy? Understanding students’ inspiration – Arts Ambassadors –what are they? selection process capturing theirvoice for next year’s projects for student input,aswell as Programme Selectionto identify suitable Looking at theschoolsTrailblazer out aboutit? your area andhow doyoungpeoplefind families/communities –what’s goingonin Mapping localprovision for students/ offer for young people understanding thebreadth ofroles on Creating aCulture Clubstudent team, Sharing best practice withotherteachers school community Getting thesupportofSLT andthe wider year after attending the CPD. However the set upoftheCulture Clubfor oneacademic It isadviced teachers should commit to the TEACHER COMMITMENT ANDTRAINING and even supportstudent wellbeing. criteria, creative industry career pathways productions, ArtandDesignassessment specialist Science/History museums,Drama range ofcross-curricular links,suchastiesto The Culture Clubcould encourage awide CROSS-CURRICULAR LINKS Students will: Club haswideapplications including: KS1-5, aswell asSENDstudents. The Culture This CPDissuitablefor allteachers, across SUITABILITY Teachers will: LEARNING OUTCOMES Purfleet 4.00pm, HighHouseProductionPark, Tuesday 12October2021,10.00am– Full dayCPD. DATES, LOCATION ANDFORMAT • • • • • • • • • • • • • • a widerange ofsubjects Learn evaluation techniques applicableto organisations and connections with awiderange of Mak Develop clearcareer pathways cultural offer intheirarea and beyond Improve theirunderstanding ofthe responsibility asenseofownershipGain and choice andagency Increase personalc decision making Feel theirvoice isheard aspartofschool morale in-school community group, potentially raising Benefit from thecreation ofanew develop student voice intheirsetting Understand how to listen to, supportand in theirschool Feel empowered to setupaCulture Club year groups Supporting inclusivityacross SENDand to develop widerskillsandmentor others Supporting artistically talented students regionally culture andheritagevenues, locallyand disadvantaged backgrounds to access Focusing onintroducing students from Club into thewiderschoolcommunity embed what we’ve learnedasaCulture Leaving alegacy inschool–how canwe e eff ective useofexisting resources onfidenc e, iniaitive, This offercould complement thefollowing: RECOMMENDED £40 perteacher COST risk-assessments andevaluation resources. log-books, pro-forma letters, pro-forma resources suchas:Bronze ArtsAward Pack that contains several take-away This CPDincludesaCulture ClubResource RESOURCES ANDSUPPORT the ArtsCouncil QualityPrinciples. process, ifapplicable, embeddingtheuseof aligning theCulture ClubwiththeirArtsmark Bronze ArtsAward; aswell astheschool their work towards aDiscover, Explore or There istheoptionfor students to align WHAT HAPPENS AT THEEND? students. sustain itselfanddevelop alegacy with the focus onstudent voice thisiniative could not reliantonspecificteachingstaff;dueo continuity oftheCulture Clubin-schoolis • • and make mewonder what isnext’ teaching never fails to enthuseme and to engageinteresting ways of Arts to fuelyoung imaginations imagining ofhow to useCreative ‘...Your games,ideasandconstant Into Film:CareersonFilmCPD National Theatre:NewViews

RETURN TO KS MATRIX

KS4 KS3 SEND KS1 KS2 71 KS5 English Touring Opera is the leading touring away from one another, to explore their CROSS-CURRICULAR LINKS COST opera company in the UK. The company new environment and its inhabitants, and to travels to more regions and venues than try to find some answers to their problems • PSHE: mental health and wellbeing, £7 per ticket (Please include teachers in any other English opera company. Our along the way. empathy, relationships, gender your calculation) work includes commissioned opera pieces stereotypes, equality and diversity especially for young people. Their adventures lead them around the toy • ENGLISH: creative writing, reading, fact RECOMMENDED box and playroom, meeting a wide range of and opinion, traditional fairytales Our award-winning education department toys made from lots of different materials, This offer could complement the following: • MUSIC: singing, appreciating and delivers about 250 workshops and who offer valuable insights into the many understanding different types of music • ROH Create and Sing interactive performances each year for different ways of being a toy (some of them • Thurrock Music Services: How to lead nearly 10,000 people of every age and rather unexpected!). TEACHER COMMITMENT AND TRAINING Singing in school ability. From their new friends, the tin soldier and There is an opportunity to teach some of the ‘...I thought it was absolutely The scope of our work includes residential the paper ballerina learn lessons about songs in class using digital resources and a brilliant, informative and engaging. in-school projects, commissioned new themselves and the world around them: teachers pack. operas for young people, full-scale lessons of acceptance, confidence and I loved how the children became community operas, and creative work for generosity. Teachers are asked to undertake shared interested in operatic music, as people living with dementia. English Touring research with students, surrounding the many within my class informed me Opera (ETO) are open to every kind of new By the time the two are reunited, they have themes of the performance, before the visit. that they had never even heard opportunity and collaboration, and if at all both come to the same conclusion: the possible work hard to make even the most material you’re made of doesn’t dictate who opera, let alone seen it!’

PAPER AND TIN PAPER Teachers will be required to arrange ambitious dreams become reality. you are, and just because you were put in a transport to and from the theatre. box doesn’t mean you have to stay in it. ABOUT THE PROJECT WHAT HAPPENS AT THE END? SUITABILITY After a successful few years touring in Teachers will be encouraged to further KS2 Thurrock, ETO are thrilled to present a brand The performance is targetted at KS2 explore the cross-curricular links outlined new work written to be suitable for KS2 and however can extend to lower KS3 (Year 7 above. KS3, titled Paper and Tin. only) and SEND. RESOURCES AND SUPPORT PAPER AND TIN DATES, LOCATION AND FORMAT KS3 A sing-along teachers resource and Performances on both Thursday 2 and A tin soldier and paper ballerina are boxed education activity pack to support learning Friday 3 June 2022, together in a store, being sold – along with Thameside Theatre, will include: all the other boxes of soldiers and ballerinas Grays. – as the perfect fairytale couple from Hans • Curriculum linked activities connected to Christian Andersen’s story of the Steadfast Performance start and end times to be the story of the opera Tin Soldier. But this particular pair are confirmed, with a running time of 55 unhappy: they don’t feel like soul mates at minutes. • Classroom activity ideas based on The all, and are each frightened about a future Steadfast Tin Soldier limited to telling and retelling a story that LEARNING OUTCOMES • Creative writing exercises doesn’t feel quite right for either of them. • Digital music resources and videos to • Awareness of opera as an art form help teach the participatory songs A child buys our particular soldier and • Exposure to theatricality • Information on the background of English ballerina, and takes them home – unboxed, • Understanding of gender stereotypes and Touring Opera they are left in the playroom overnight. gender norms

Scared and defensive, the two begin to • Understanding of empathy SEND ENGLISH TOURING OPERA ENGLISH TOURING fight; they decide to take separate journeys • Awareness of mindfulness

72 RETURN TO CONTENTS RETURN TO KS MATRIX 73 Essex Music Education Hub works with FOLLOW UP SESSIONS TEACHER COMMITMENT AND TRAINING ‘...I liked the emphasis on practical young people, schools and a number of ideas and realistic approaches. national and local strategic and delivery Follow up support can be arranged with Teachers will spend a day out of school I also liked the way the same partners, to enable, enhance and enrich the an Essex Music Services Music tutor for an learning the ideas and then will be free to music education available to students in and additional cost. take the ideas back to school to share with starting point was used across around Essex. colleagues and embed in classroom practice. three key stages but developed This time can be used at school for tutors to differently’ All of our staff members are qualified and deliver sessions directly to students – based Further support can be made available as receive regular training to ensure that they on the ideas explored during the day, or for detailed below. provide the very best service, every time. planning and mentoring time for staff ot Our tutors have been hand-picked for embed ideas practically into their teaching WHAT HAPPENS AT THE END? their passion and drive when it comes to practice. delivering a high-quality music service. This Teachers will be encouraged to use and enables us to provide a unique and valuable SUITABILITY apply their new skills and knowledge in the offer to children and young people. classroom. Primary teachers from EYFS–KS2 and SEND. EYFS ABOUT THE PROJECT RESOURCES AND SUPPORT The workshop is suitable for both specialist Essex Music Education Hub has again and generalist practitioners. Follow up resources for use in the classroom partnered with Sue Nicholls to develop this are available on request.

CPD which will be led by Sarah Goldsmith, DATES, LOCATION AND FORMAT KS1 our Schools Music Curriculum Support COST Officer for Essex Music Services. Friday 29 April 2022, at High House Production Park, Purfleet from 9.30am – £40 per teacher Course Leader Sarah Goldsmith worked as 3.30pm. an Assistant Headteacher in an Essex £180 per day (£90 for half day session) for KS2 primary school. As a former Advanced Skills LEARNING OUTCOMES additional in-school support. Teachers specialising in music, she has worked with all ages to inspire musical An opportunity for teachers to be immersed RECOMMENDED

CREATIVE MUSIC CPD CREATIVE learning and has coordinated projects in accessible primary school arts activities bringing together arts organisations and with their colleagues and a wider network of This offer could complement the following: schools for over ten years. teachers. • Thurrock Music Services: MIDAS Visit ESSEX MUSIC HUB ESSEX • Creative Blast: Drama in the Curriculum With a special interest in creative education, Practical activities that can be taken back CPD she is now actively involved in developing into the classroom and adapted for use in CPD for teachers. different topic contexts.

CREATIVE MUSIC CPD Time to reflect on how to develop meaningful arts projects in school that This unique CPD aims to explore and inspire pupils and focus on skills teaching. improve how music can work within and across the arts at Primary level. CROSS-CURRICULAR LINKS

The course will also explore ways in which This CPD looks at creative exploration meaningful curriculum links between arts linking the arts in school across: Music, Art subjects and other curriculum areas can be and Design, Dance and Drama subjects.

realised. SEND

74 RETURN TO CONTENTS RETURN TO KS MATRIX 75 Firstsite is a thriving art gallery and cultural SUITABILITY • ART AND DESIGN COST centre in Colchester, within an outstanding • MEDIA STUDIES piece of architecture. Attracting tens of This programme is designed to be as Artist-led Session £150 ENGLISH thousands of visitors per year, Firstsite inclusive as possible across all abilities, • boasts an eclectic mix of contemporary suitable for KS1–5, for SEN groups and EYFS. • MATHS Teacher CPD Session £200 visual arts in a changing exhibition An artist-led session can accommodate up • SCIENCE programme. Your gallery visit will be related to a maximum of 30 students, whilst a • ICT RECOMMENDED to the exhibitions. Teacher CPD session can include 15 staff. • GEOGRAPHY • PSHE This offer could complement the following: ABOUT THE PROJECT DATES, LOCATION AND FORMAT • STEAM Co: #ARTOFROCKETS TEACHER COMMITMENT AND TRAINING ARTIST-LED SESSIONS Artist-led sessions last approximately 2.5 • ChickenWired: Sustainable Sculpture hours and can take place on weekdays Teachers must take the time to liaise with Artist-led sessions provide a Firstsite artist between 10.00am - 5.00pm at Firstsite, the Firstsite learning team, in order to ‘..Those that started the session to lead you through the exhibition in the Colchester. The in-person sessions include a adequately plan their visit to the gallery. with some hesitation concluded EYFS 30-minute tour of the gallery and then deliver a practical art exhibition(s), led by with new skills. Bringing in a real workshop in our Learning Studio. the artist, looking at particular elements of Teachers are welcome to conduct further the artworks for inspiration to enable self-led tours in the exhibition spaces either artist to work with the aspiring FIRSTSITE The session can be related to the exhibition discussion and to highlight curriculum links. side of the artist–led session. artists in my class was a great but can also focus on the topics in school way for students to see what the and around a variety of art processes. The artist is available throughout the When you visit Firstite please ensure that possibilities are for their futures’ KS1 sessions to demonstrate techniques and there are enough staff on oury visit to Firstsite provide a range of opportunities for offer support to all students. All our artists support the pupils in a ratio of 1:10. learning and can work with you to develop are experienced in delivering educational bespoke sessions for your students workshops with material specialisms as well WHAT HAPPENS AT THE END? as being exhibiting artists with their own depending on their age and abilities. KS2 artistic practice. All artwork can be taken back to school LEARNING TO LOOK LEARNING TO TEACHER CPD SESSIONS to be displayed or can be documented for LEARNING OUTCOMES reference. These bespoke sessions explore how Firstsite can be used as a resource to • Exposure to a cultural venue and artist Students are encouraged to write up their KS3 support Art and Design delivery at your exhibitions, working with a professional visit and experiences in the gallery. school. artist RESOURCES AND SUPPORT Artists are available to share skills and • Exploring art terminology and techniques with teachers or TA's, discussion via creative thinking and A lunch space can be provided free of demonstrate how art can enrich learning at expression of ideas charge but must be requested at the time KS4 school and how it can be embedded in of booking. Refreshments are provided at delivery of the curriculum. • Discovering new art materials and CPD sessions. techniques The session can be related to the exhibition If discussed during booking, Firstsite’s

but can also explore your curriculum CROSS-CURRICULAR LINKS learning team can provide relevant pre and KS5 focuses in school and around a variety of art post learning activities. processes. The artist-led and CPD sessions will be planned through discussions with the Teachers are welcome to visit Firstsite in school around current topics and learning advance and book onto a free Teacher outcomes, with links created to a wide Preview evening which take place at each SEND variety of subjects including: new exhibition opening.

76 RETURN TO CONTENTS RETURN TO KS MATRIX 77 Directed by choreographer Yael Flexer and SUITABILITY CROSS-CURRICULAR LINKS COST digital artist Nic Sandiland, Flexer & Sandiland create live and digital touring KS4 and above (GCSE, BTEC, A-level). Dance/PE, GCSE, BTEC and A-level Dance. £900 (for two days with two practitioners.) dance works for theatres, galleries, public Workshops link to STEAM and other creative spaces, screens and mobile phones. Recent Maximum 26 students per workshop: 8 subjects including ICT, Media, Art, Design Please note - three to five day residencies works include: the immersive digital students as programmers in groups of 2 or 3 and Technology, Media as well as Music and are available ranging from £1300 to £1700 if performance Imagining Otherwise and with 15 dancers/choreographers. Drama, highlighting the potential of digital this particular project targets specific aims Curiouser for family audiences - both made art to bridge the gap between science and in your School Improvement Plan. in Norway and touring across the UK, DATES, LOCATION AND FORMAT art. Smudge – Digital Traces and the sited mobile RECOMMENDED phone app The Hum. Flexer & Sandland have Digital dance workshops can be booked at There is also a focus on working with others, also been running online community classes any time across the academic year and take encouraging team work, collaboration, This offer could complement the following: and digital consultancies throughout 2020. place in school. Workshops require: problem solving, self-expression, creativity • SparkedEcho: Sonic Classroom CPD and imagination which could support PSHE. • Into Film: Mindfulness on Film CPD ABOUT THE PROJECT • A studio space with two white walls or screens that can have a blackout or near TEACHER COMMITMENT AND TRAINING ‘The workshop was very well DIGITAL DANCE PROGRAMMING blackout executed...the aims included: the • Laptops or computers in the room Ideally one dance teacher and one ICT/ Flexer & Sandiland offer digital dance (ideally Macs) onto which Isadora will Media teacher or technician must be present exploration of digital technologies programming and performance workshops need to be downloaded prior to the for health and safety reasons, to support (Isadora) with dance/movement for KS4 and above, across two days. The workshop students in terms of use of equipment. The and collaborative processes. The workshops are intended for students workshop provides an element of CPD for • One or two projectors and ideally eight execution was of an incredibly interested in Dance, Art, Digital Art, ICT and Mac laptops teachers. Media. high standard, with all participants WHAT HAPPENS AT THE END? Workshops run on two consecutive days five engaged, passionate and In the workshop students choose their role to six hours per day. enthusiastic throughout’ within collaborative groups. Working with Following the workshop, students will the user-friendly and visually-orientated LEARNING OUTCOMES have an understanding of digital dance application, Isadora, students create short practice, specifically, how to work with dance works within their custom projection digital projection environments and Isadora • Developing an awareness of the use environment/designs. software. of digital technology and projection in performance The first day focuses on learning the Isadora The workshops enable students to develop tools, programming and testing out ideas. • Developing specific skills in programming digital literacy and consider how digital The second day focuses on students’ own projection environments, choreography technologies can be incorporated into projects creating short performance pieces. and performance performance. Students are given specific roles in the • Developing an understanding of KS4 creation process as programmers/designers, movement possibilities and effects within The workshop also develops students’ choreographers and performers learning a digitally immersive environment knowledge, performance and choreographic how to collaborate as well as develop • Building confidence and an skills. Placing an emphasis on collaboration, FLEXER & SANDILAND specific skills. understanding of collaborative the workshop gives students an insight into

interdisciplinary processes professional creative practice. KS5 Each day starts with a short dance class for • Having an insight into current models of DIGITAL DANCE PROGRAMMING DANCE DIGITAL all or dance students only and includes an collaboration and industry practice useful RESOURCES AND SUPPORT element of repertory that can be used as a in thinking about future career paths basis for students’ own work. It is an ideal A handout of the workshop delivered

project for collaboration between is available on request, Isadora patches SEND departments or areas of study for example downloads. ICT/Media and Technology and Dance.

78 RETURN TO CONTENTS RETURN TO KS MATRIX 79 Directed by choreographer Yael Flexer and DATES, LOCATION AND FORMAT Workshops link to STEAM and other RESOURCES AND SUPPORT digital artist Nic Sandiland, Flexer & creative subjects, primarily Art (virtual Sandiland create live and digital touring Dance & digital dance workshops can be charcoal drawings on screen), Design and A handout of the workshop delivered is dance works for theatres, galleries, public booked at any time across the academic Technology, Media as well as Music and available on request. spaces, screens and mobile phones. Recent year and take place in school. They require a Drama highlighting the potential of digital works include: the immersive digital studio space with a white wall or screen and art to bridge the gap between Science and COST performance Imagining Otherwise and a blackout or near blackout of light. There Art. Curiouser for family audiences - both made are two workshop options: half day (2 – 2.5 £250 (half-day workshop) in Norway and touring across the UK, hours) or full day (4 – 5 hours). Maximum Developing movement range, stamina £500 (full day workshop) Smudge – Digital Traces and the sited mobile 30 students per workshop. and strength as well as working with the phone app The Hum. Flexer & Sandland have body and skeleton, building awareness of A full day can be comprised of two sessions also been running online community classes LEARNING OUTCOMES embodiment, mindfulness, warm-up and for two groups or more in-depth work with and digital consultancies throughout 2020. cool down as part of Physical Education. one group. DIGITAL TRACES WORKSHOP ABOUT THE PROJECT • Developing an awareness of the use There is also a focus on working with others, RECOMMENDED of digital technology and projection in encouraging team work, collaboration, Flexer & Sandiland offer digital dance performance problem solving, self-expression, creativity This offer could complement the following: workshops and dance and choreography • Developing an understanding of and imagination which could support PSHE. • SparkedEcho: Sonic Classroom CPD workshops based on the company repertory. movement possibilities and effects within • Into Film: Careers in Film CPD a digitally immersive environment TEACHER COMMITMENT AND TRAINING DIGITAL TRACES WORKSHOP • Building self-confidence in moving by ‘...Brilliant to see young people shifting the focus from how your body At least one teacher must be present for This workshop uses interactive motion health and safety reasons, to supervise and explore, play and be creative might look like to the visual effect it in a safe and non- judgemental detection and projection to explore how produces on screen ideally to take part. Student workshops movement might leave a mark or a trace, still provide an element of CPD for teachers. space...beautiful and fascinating • Developing choreographic skills and playing with the idea of drawing and erasing. Teachers workshops/CPD are available awareness through solo, duet and group pieces of work, ideas, moments, KS2 Using the body as a brush, choreographic on request, a minimum of six are teachers choreographic tasks choreographed dance sections tasks focus on movement, trace and required. shape using partnering, lifts and knots to • Improving memory skills and refinement and amazing collaborations with create dance sequences which appear and through creation of a short work WHAT HAPPENS AT THE END? technology’ disappear on screen. DANCE AND CHOREOGRAPHY Following the workshop, students will have KS3 DANCE AND CHOREOGRAPHY an understanding of Flexer & Sandiland’s • Learning a section of the company’s choreographic approach and tools as well These workshops focus on teaching sections repertory, developing technical as how to work with digital projection of the company’s repertory as well as proficiency and understanding environments. Workshops enable students students developing their own work using • Developing an understanding of the to develop choreographic materials and KS4 the taught repertoire material and aesthetic and choreographic intention analysis. choreographic tools for solo, duet and group behind the movement composition. Full-day dance or digital dance • Developing choreographic skills and Half-day workshops enable students to FLEXER & SANDILAND workshops, working with one group can lead awareness through creative tasks applied physically experience real-time video DIGITAL TRACES WORKSHOPS TRACES DIGITAL

toward creation of a short work that can be to solo, duet and group choreography processing, their movements affecting what KS5 performed in school and beyond. The day • Improving memory skills and refinement is seen on screen. can also be split into two shorter sessions through creation of a short work working with two groups through the day. Full-day workshops can lead towards CROSS-CURRICULAR LINKS creation of a short work with an entire class

SUITABILITY that can be performed to the school. SEND • Dance/PE, GCSE, BTEC, A-level Dance KS2–KS5 and SEND.

80 RETURN TO CONTENTS RETURN TO KS MATRIX 81 Focal Point Gallery, Southend, supports the IN-SCHOOL: ARTIST-LED SESSION • Be encouraged to think creatively and activities associated to searching for books production and presentation of new and confidently express their ideas on subjects that relate to the curriculum, and recent contemporary art that challenges us There is an additional opportunity to invite • Participate in discussions that encourage Focal Point Gallery’s exhibition programme. to think and feel differently about locality, the artist you met on your visit into your them to think differently about the world our sense of self and the importance of school following your gallery session, to • Discover new art materials and A space for lunch can be made available at communities. conduct a follow up workshop extending the techniques the beginning or end of the session. themes of the exhibition back in the Focal Point Gallery’s learning programme classroom. This half-day workshop is a great CROSS-CURRICULAR LINKS COST aims to engage people of all ages in current opportunity for students to welcome an debates around contemporary art, and artist into their own learning environment Topics are wide-ranging, and therefore £150 artist-led session in the gallery. looks to extend and develop new audiences. and deepen the impact of this work. have the ability to cut across many subjects Following in-school artist-led session is an We consider the philosophies and working in the curriculum. Content has previously additional £150. methods of the artists in our exhibition SUITABILITY been related to Art and Design, English, programme as the starting point for Geography, History, ICT, Maths, Media Both prices are doubled for bookings with inspiration, aspiration and discussion in the Our sessions can be tailored for all ages, Studies, Science and PSHE. 60 students. community. abilities and needs, and are designed to EYFS be inclusive, suitable for KS1–5, Home TEACHER COMMITMENT AND TRAINING RECOMMENDED ABOUT THE PROJECT Education, SEND groups and EYFS. FREE: TEACHER PREVIEW VISIT This offer could complement the following: ARTIST-LED DISCOVERY DATES, LOCATION AND FORMAT • Creative Blast: Student Voice CPD

Teachers and staff ttenda a free preview of KS1 There are two artist-led options available, Focal Point Gallery’s usual day for hosting the exhibition (any date suitable), on the ‘...I learnt that art isn’t just about both require a visit to the gallery. Recent school visits and workshops is Tuesday, same day teachers share a brief planning what you can see. It’s also about and upcoming exhibitions have considered when the gallery is closed to the public, to session to understand the content and what you can hear and feel... climate change and the environment, enhance the comfort and safety of your visit. subject matter of the exhibition, and how the relationship between music and We loved our gallery tour and this will be communicated to the students KS2 mathematics, changing tidal and seafront An artist-led session can accommodate up through the workshops. workshop, the students were landscapes, waste disposal, personal identity to a maximum of 30 students at the gallery all buzzing afterwards. I was so and what it means to be human in a digital and lasts 2.5 hours. Sessions can take place Teachers and staff should be present pleased with how much they world. across the academic year, on weekdays throughout the artist-led session with between 10.00am – 5.00pm at Focal Point students, whether in the gallery or in-school. enjoyed themselves and what they GALLERY: ARTIST-LED SESSION Gallery, Southend. learnt’ KS3

ARTIST-LED DISCOVERY ARTIST-LED WHAT HAPPENS AT THE END? This session includes a tour of the In-school sessions also last 2.5 hours and exhibition(s) led by the artist, looking at can accommodate 30 students per half day. Students will be encouraged to return to particular elements of the artworks for Up to 60 students can attend if both a Focal Point Gallery in a future educational inspiration to enable discussion and to morning and afternoon session is booked. visit or separately with family, to give the KS4 highlight curriculum links. The artist will then ability to understand the breadth of what lead workshop activities with a relationship LEARNING OUTCOMES the gallery represents. to the themes of the exhibition. Activities distil the content of the exhibitions, ensuring Students participating in sessions will: RESOURCES AND SUPPORT

it is appropriate but also highly engaging, KS5

FOCAL POINT GALLERY using a range of practical methods from • Visit a cultural venue and visual art As Focal Point Gallery shares a building with traditional arts to emerging digital practices. exhibition Southend Library, activities can be arranged • Have the ability to work directly with a in collaboration with that service to extend All of our artists are experienced in professional artist or complement a visit. Visits include an delivering educational workshops with introduction to the library and its services, SEND material specialisms, as well as being how the cataloguing systems work, and exhibiting artists with their own artistic practice.

82 RETURN TO CONTENTS RETURN TO KS MATRIX 83 acting and performance – the separation This can be an in-school event, for parents or by having a screen between the audience the wider public. Students will keep the and performers releases them from puppets they have made, and schools are inhibition and encourages them to speak up, welcome to photograph and record the developing creativity and spontaneity. performances (subject to appropriate permissions). Playing the Gamelan encourages teamwork and enhanced listening skills for students – The experience and skills the students have avoiding the use of notation makes it a very gained in devising a storyline and script, and accessible musical form and while it delivers designing and creating puppets, will give challenges, it delivers musical achievement them the ability to continue to create new across the spectrum of ability. puppets and new stories.

CROSS-CURRICULAR LINKS RESOURCES AND SUPPORT

• ART: developing fine motor skills in A teachers reading and watching list, puppet drawing and cutting, understanding design inspiration and ideas for extension colour, light and shapes using puppetry work will be available for both courses.

• MUSIC: developing listening and Sets of original puppet designs, for trace musical interaction skills, playing as a and make, or lasercut puppet kits ready for group, understanding musical forms assembly, are available for order in advance and structures, experiencing and at an additional cost. Gamelan Anak Ledjar delivers arts education SUITABILITY playing music from another culture, projects focused primarily on the music, understanding cueing and using music to COST arts and crafts of Indonesia by bringing Targeted at KS2 and KS3. accompany visual and dramatic action our instruments, puppets and screens into £795 schools and delivering high quality and Please note that aspects of the project can thoughtful education experiences. be adapted and scaled to suit KS1 – 5 and • DESIGN AND TECHNOLOGY: designing and creating effective and robust shadow Thanks to the kind support of the Attaché accommodate SEND provision. We are able for Education and Culture of the Embassy, Our projects are centred around playing to tailor the projects to suit the needs of puppets using tools and materials, investigating light and shadows of the Republic of Indonesia in London, music together on a beautiful set of Gamelan individual schools. we are able to offer a limited number of instruments (Gamelan Anak Ledjar – which these projects at this subsidised cost, • ENGLISH: creative writing, developing translates as ‘The Gamelan of the Child of DATES, LOCATION AND FORMAT between September and December 2020 a storyline from a stimulus, deriving a Happiness’) and performing with a set of (a maximum of fve projects are available in workable script shadow puppets (Wayang) from the island Available from September-December 2022. Thurrock). of Java, Indonesia. The five day intensive residency in school, • DRAMA: ‘finding’ and ‘becoming’ RECOMMENDED ABOUT THE PROJECT includes after-school CPD session for staff characters, developing puppeteering on day one and an after school session for skills, instigating and following direction, This offer could complement the following: WALLACE & THE INDONESIAN ISLANDS parents. developing dialogue and improvising • Thurrock Music Service: Sound Education • Music For Change: Cultural Experiences This project aims to charge the students’ The project will consist of daily sessions The project also links with topics in Science,

enthusiasm and imagination with the story and culminate in a performance combining History and Geography. KS1 of an explorer and world famous scientist the students’ puppet story performance ‘...It has been unlike anything we Alfred Russel Wallace – performed through with Gamelan accompaniment, on the final TEACHER COMMITMENT AND TRAINING have done before and the children the Gamelan music and puppetry from afternoon. have learnt a host of new and Indonesia. Students will learn that Thurrock Teachers are expected to engage and exciting skills’ has a shared history with this remarkable Schools have the option to open up the participate fully alongside the students. No KS2 man. afternoon for Gamelan sessions for other prior experience of either artform is needed, classes, if required, to broaden the impact just an enthusiastic approach to thinking Students will use the stimulus of Wallace’s of the project across the school. The project creatively and overcoming barriers to travels to Indonesia to create a storyline and includes materials for puppet making for 30 performance. dialogue for the shadow play, researching students. the fauna of the islands he visited. This is an intensive course and may require KS3 The Gamelan requires the use of a large teachers to spend some time outside of Alongside this, students will learn to play an classroom or school hall with ground floor the sessions preparing for the next steps. example of the special dramatic Gamelan access that is lockable and secure when not It will require a pre-project meeting to WALLACE & THE ISLANDS & THE ISLANDS WALLACE music and song used to accompany shadow in use. The shadow puppet screen requires introduce class teachers to the content, plays. an accessible power supply and minimum develop opportunities for CPD and provide KS4 ceiling height of 2.5m. opportunity for whole school training. 5 DAY RESIDENCY Participants are expected to remove their WHAT HAPPENS AT THE END? In the fve day intensive project, students will shoes and sit on mats or cushions to play the

be guided through the design and make of gamelan. Please let us know if participants The students will perform a Wayang-style KS5 shadow puppets puppets to illustrate the have particular mobility problems. shadow play, based on the travels and animals, humans, transport and locations, discoveries of Alfred Russel Wallace, using leading to a performance. Participants will LEARNING OUTCOMES puppets they have made themselves, and GAMELAN ANAK LEDJAR also have the opportunity to handle and accompanied by their classmates on the

explore authentic shadow puppets from The use of shadow puppetry enables Gamelan. SEND Indonesia. students to find an inner confidence for

84 RETURN TO CONTENTS RETURN TO KS MATRIX 85 Once the students’ work has been fired for wider Arts curriculum. Notes on this will be the second time after glazing and is returned attached as part of the teacher resources for to schools, we would recommend teachers further use. deliver a final group critique on the work back in the classroom. TEACHER COMMITMENT AND TRAINING

SUITABILITY Assistance is required on workshop days, but no previous ceramics experience KS2, KS3 and SEND. is necessary. Teachers will be asked to actively engage in the workshop – with This workshop would also be suitable an opportunity to create their own pieces for SEND pupils as it is a very tactile and and exemplar material, joining the learning sensory medium. We have found that our processes. own Curriculum Plus and Building Futures students have gained huge enjoyment from WHAT HAPPENS AT THE END? working with this material. Over the course of the two sessions, all DATES, LOCATION AND FORMAT students will have a finished piece which they can use to create a school display or Workshops can be offered throughout the alternatively bring home upon completion. school year with the exception of April There is a possibility of having the finished and May, and will take place on site at The pieces delivered to schools. Gateway Academy, Tilbury. The Gateway Learning Community Trust This workshop offer will incorporate two RESOURCES AND SUPPORT (GLC) passionately believe that every young subsequent sessions, covering the following Each booking will include two workshop person in our community deserves the elements. Workshops can be tailored to sessions – DESIGN (3 hours) and FINISH (1.5 All materials and equipment will be supplied right to an outstanding education. The GLC students needs and individual abilities, with hours, ideally a minimum of 1 week later). on the day; a lunchroom is also available. is a partnership of schools in Tilbury and templates and differentiated work available Staff will receive a ‘Ceramics Resources’ Chadwell St. Mary that are working together within this inclusive medium. A maximum of 20 students can attend the booklet during the course, should they wish with our sponsor, the Ormiston Trust, to sessions with a minimum of two supporting to continue using clay in their own school. achieve this. DESIGN staff in addition. COST As a school, The Gateway Academy has a The first session focuses on the design and The staff leading the orkshopw will be thriving Performing Arts department which make process, allowing students to plan one of two specialist art teachers at the £300 consistently achieves excellent results in Art, and create a fully formed clay sculpture, Gateway Academy. Both staff members have Photography, Textiles, Music, Drama and incorporating experiments in texture and trained with ceramics at university level and RECOMMENDED Dance. surface pattern. successfully delivered ceramics in both KS3 and KS4 for several years. They will also be This offer could complement the following: ABOUT THE PROJECT Students will view the work of artists and supported by an Art Technician. • Firstsite: Learning to Look architects who have designed unusual • Focal Point Gallery: Artist-Led Discovery We currently deliver mastery classes in buildings such as Hundertwasser and Gaudi. LEARNING OUTCOMES Art and Design to our Gateway Learning Students will discuss their own views on a Community primary schools and have a selection of other buildings as part of their ‘Students had an amazing time • Gained knowledge and experience passion for curriculum design, delivery, and design research. This conversation leaves working in a secondary school working with ceramics and ceramic for supporting other schools. room for teachers to link the workshop to equipment environment with outstanding a specific part of their curriculum/topic, • Understanding of a wider range of Art/ facilities... they were inspiring, On site we have well equipped facilities for through architecture and sculpture. Design and Technology techniques such ceramics including the use of our own firing making the session extremely as: cutting, sculpting, building, shaping kiln and ceramics classroom – which has Students will then create their own versions creative.’ and finishing KS2 inspired this educational offer. of ‘wonky buildings’ - firstly sketching their ideas and then forming them in clay • Enhancement of hand-eye coordination, CERAMIC TECHNIQUES WORKSHOP – learning about the ceramic techniques visual skills and fine motor skills as of cutting, slabbing and building. During students develop sculpting skills This is an ideal workshop for primary or the practical process students will stop • Oracy skills will ve improved during KS3 CERAMIC TECHNIQUES secondary schools looking to enhance their periodically to discuss their own and others student critique and presentation of their art curriculum and try something new. work, in order to enhance oracy and critical work thinking skills. • Improved use of technical language and Clay is an exciting material to work with key vocabulary based on the Art and in the classroom – once you have the FINISH Design curriculum know-how. Therefore, this could also be GATEWAY ACADEMY GATEWAY an excellent opportunity for teachers, who The follow up session then focuses on how CROSS-CURRICULAR LINKS may or may not be art specialists, to refine and why glaze is used. Students will learn practical skills and enhance their creative how to colour their own work, which will During this workshop students will have curriculum offer. have been fired in our kiln in between the to measure their work carefully to ensure sessions. that pieces of slab fit together to create the Conversations will be guided towards the desired outcome. Therefore, students will importance of eco-friendly and sustainable Students will also be asked to recall have time to practice their numeracy skills, housing – hugely important in looking their previously learnt techniques and as well as honing design skills. towards the future and empowering young technical language during their final group

students to be aware of wider cultural issues. presentation and critique. Cross-curricular links can also be made SEND with Maths, History, Geography and the

86 RETURN TO CONTENTS RETURN TO KS MATRIX 87 Good Chance Theatre create productions On 6 October 2021, Little Amal is planning LEARNING OUTCOMES WHAT HAPPENS AT THE END? that tell big stories of hope and humanity, to deliver 10,000 letters to the European collaborating with refugee artists to create Parliament in Brussels, Belgium – each letter Learning aims and outcomes have been Schools are encouraged to post their photos visionary new art. Following the phenomenal will be written by a child who has answered written for each theme: Home, Migration, or videos, of anything created by their international success of The Jungle, Good the one big question ‘What do you wish you Fear, Climate, Adventure and Welcome. students, online and tag @walkwithamal Chance, in collaboration with world-famous could change in the world for children like using #actsofwelcome #LittleAmal. Work creators of War Horse Handspring Puppet you and Little Amal?’ CROSS-CURRICULAR LINKS could end up being showcased in The Walk’s Company, presents The Walk – a traveling online gallery. festival of art and hope in support of On Saturday 23 October 2021, the day CITIZENSHIP - human rights, social and refugees. before Little Amal’s 10th birthday, the Royal political issues, critical thinking, debating RESOURCES AND SUPPORT Opera House will welcome Amal to Covent From July to November 2021, a 3.5 metre- Garden for an overnight stay. READING/WRITING – fiction and non-fiction Register online for teacher Education Events, tall puppet of a young, Syrian refugee girl narrative, descriptive, reflective, personal, Make With Amal and to download the called Little Amal will walk from the Syria- You can follow her whole journey on social poetry, persuasive Education & Activity pack. Keep an eye on

THE WALK Turkey border, across Europe to the UK, media. The Walk’s website for more information traveling 8,000km to focus awareness on SCIENCE - living things, habitats, animals, about writing letters to the European the refugee crisis. Little Amal represents all SUITABILITY humans, climate change, technology Parliament, Brussels. displaced children, many separated from their families, and her journey will embody Most suitable for students in KS1-KS3 and GEOGRAPHY – location, place knowledge, COST the urgent message “Don’t forget about us”. SEND. Schools can deliver this project with geographical skills, climate, weather FREE

as many classes as they wish. KS1 ABOUT THE PROJECT PSHE – relationships with family and friends, DATES, LOCATION AND FORMAT mental health and wellbeing RECOMMENDED At its heart, The Walk is an educational • Kinetika: The Dream journey that promotes education and Teachers can work through the Education & ART & DESIGN – technical skills, drawing, creative learning. Each theme enables young Activity Pack at their own pace. Register painting, sculpture, crafts, exploration of ‘...it is more important than ever to KS2 people to explore, question and understand online for additional resources and teacher different techniques, learning about the work the refugee crisis. Everywhere Little Amal events. The suggested overall running time of artists, awareness of purposes, intentions reignite the conversation about the goes, she will learn about people, places and for each session is 60 minutes. and functions of art refugee crisis and to change the cultures that are new to her. Whatever she narrative around it’ learns, communities and online audiences Key dates: MUSIC – listening. improvising/composing, can learn along with her. playing/performing in solo and ensemble KS3 July – November 2021: Little Amal makes contexts, using voice and instruments Schools across the world can join in by her journey from the Syria-Turkey border to downloading The Walk’s Education & the UK DRAMA – role play, storytelling, Activity Pack themed around Amal’s improvisation, working collaboratively, journey. Teachers can also sign up to Make Early September 2021 - Education Online improving confidence With Amal, an online programme of Event for teachers activities inspired by Amal’s route. Each TEACHER COMMITMENT AND TRAINING activity will respond to a new experience on 1 October 2021 - Deadline for sending her journey – as Amal is welcomed in each letters to Little Amal for the European Teachers are encouraged to build the country, a new Make With Amal activity will Parliament Education & Activity Pack into their be sent via a digital postcard. curriculum planning. Activities can be 23 October 2021 - Little Amal stays at the shortened or expanded to suit schools’ The resources will be shared with registered Royal Opera House overnight needs. Teachers can register their interest GOOD CHANCE THEATRE schools in advance, so teachers can online for introductory Education Events.

integrate the activities within their lesson SEND plans.

88 RETURN TO CONTENTS RETURN TO KS MATRIX 89 Into Film is an education charity that puts and to link their skills to interesting film TEACHER COMMITMENT AND TRAINING COST film at the heart of children and young industry job roles. people’s educational, cultural and personal Teachers do not need to prepare anything £5 only, per teacher. development. Schools across the UK engage Designed for flexible re-delivery in subject- in advance, however they must be willing with a programme of Into Film Clubs, special specific lessons, tutor time or as stand-alone to explore the content and themes back RECOMMENDED cinema screenings, resources and training to careers sessions, this course will provide in the classroom and during wider school support classroom teaching. you with a fully developed PowerPoint curriculum planning. This offer could complement the following: presentation and bespoke printable • Into Film: Mindfulness on Film CPD Alongside rich online content for young resources for your classroom. WHAT HAPPENS AT THE END? audiences, this provides 5-19 year olds with • Into Film: Literacy through Film CPD unparalleled opportunities to learn about Interlaced with film clips, this fun session If schools wish to continue filmmaking, and with film, and develop a passion for will give you a creative approach to engage they are eligible for Into Film competitions ‘...A brilliant workshop that has cinema. Into Film supports teachers to students in an industry that forms a booming such as Film of the Month and the Into Film inspired me to get back to school work with film in the classroom and bring part of the UK economy, and help you Awards. the curriculum to life, and to put film at the to broaden your students outlook and and tell everyone about the centre of extracurricular activity. aspirations for the future. INTO FILM CLUB possibilities of these resources. My class are going to love looking ABOUT THE PROJECT SUITABILITY Schools new to the Into Film programme can at different subjects through INTO FILM INTO access a free Into Film club by signing up on Into Film training is for groups of educators This is aimed at upper Primary and lower The Into Film website. filmmaking and production’ working with 5–19 year olds. Filmmaking has Secondary (Years 5 - 8). Focused on Maths the power not only to increase educational and English, the CPD will take a subject- In and out of school settings, clubs provide attainment for students across the based approach to careers education, in rich and varied opportunities to watch, curriculum but also to empower teachers order to meet Gatsby benchmark 4. discuss, review and make films. Schools with an exciting new means of assessing also have access to Into Film Festival – learning. DATES, LOCATION AND FORMAT the largest free youth film festival in the KS2 world – comprising screenings, discussions, This filmmaking training emphasises film as a Monday 28 February 2022, delivered filmmaking workshops and Q&As. teaching tool to encourage deep and active virtually between 4.00m-5.30pm. Ahead of learning, and facilitates young people taking National Careers Week (7-12 March 2022). Get into Film (GIF) – hosted on YouTube, GIF CAREERS IN FILM CPD control of their own learning processes. is the home of film-related content for young LEARNING OUTCOMES people aged 5–19. The channel provides KS3 CAREERS IN FILM CPD a wealth of vibrant film-related content Students and teachers will: including star-studded interviews, exclusive Aimed at upper primary and lower behind-the-scenes footage and industry secondary educators, this engaging CPD • Understand the skillset needed for future insights. session gives attendees the chance to learn in the film industry and use activities in KS4 about roles in the film industry for their the session to practice these skills RESOURCES AND SUPPORT young people exploring career pathways. • Understand the breadth of careers that are available to them and start engaging Teachers will receive the PowerPoint used Focused on four curricular areas (Maths, with careers education in the session and follow up PDF of a lesson

PSHE, English and Art and Design), we have • Start to link curriculum subjects with plan and resources. KS5 developed a subject-based approach to film the roles available to them in their industry careers education. professional life Wider Into Film resources are free for schools and available to support teachers in Through dynamic classroom activities, CROSS-CURRICULAR LINKS the classroom.

this session will enable teachers to further SEND develop the skill set of their young people Maths, English, PSHE, Music, Art and Design, Design and Technology.

90 RETURN TO CONTENTS RETURN TO KS MATRIX 91 Into Film is an education charity that puts literacy skills such as inference, deduction CROSS-CURRICULAR LINKS RESOURCES AND SUPPORT film at the heart of children and young and analysis that can be applied to film and people’s educational, cultural and personal other texts. This CPD can be widely applied to any Each participant will receive a free development. curricular or extra-curricular theme with downloadable PowerPoint, which includes SUITABILITY strong links to English, PSHE, Science, Music, film clips, activities and worksheets. Schools across the UK engage with a Art and History. Into Film resources are free for schools programme of Into Film Clubs, special This CPD can be used across Primary and and available to support teachers in the cinema screenings, resources and training Secondary age groups, and for students TEACHER COMMITMENT AND TRAINING classroom. to support classroom teaching. Alongside with SEND. rich online content for young audiences, this Teachers do not need to prepare anything in COST provides 5–19 year olds with unparalleled DATES, LOCATION AND FORMAT advance, however they must be willing to opportunities to learn about and with film, explore the content and themes back £5 only, per teacher. and develop a passion for cinema. Raising Literacy through Film CPD 1: in the classroom and during wider school Thursday 6 January 2022, virtually between curriculum planning. RECOMMENDED Into Film supports teachers to work with film 4.00pm-5.30pm. in the classroom and bring the curriculum WHAT HAPPENS AT THE END? This offer could complement the to life, and to put film at the centre of Due to the popularity of this CPD, Into Film following: extracurricular activity. are now able to offer Part 2 as a follow on If schools wish to continue filmmaking, they

INTO FILM INTO training for those who have already taken are eligible for Into Film competitions such • Into Film: Mindfulness on Film ABOUT THE PROJECT part previously, to continue their learning. as Film of the Month and The Into Film • Punchdrunk: A Small Tale This will be held in-person. Awards. Into Film training is for groups of educators ‘...Film is totally part of the INTO FILM CLUB working with 5–19 year olds. Filmmaking has Raising Literacy through Film CPD 2: curriculum throughout all subjects, the power not only to increase educational Wednesday 9 February 2022, attainment for students across the 4.00pm-5.30pm at High House Production Schools new to the Into Film programme at both Key Stages 3 and 4 now... curriculum but also to empower teachers Park, Purfleet. can access a free Into Film club by signing we couldn’t teach here without KS2 with an exciting new means of assessing up on The Into Film website. film’ learning. LEARNING OUTCOMES In and out of school settings, clubs provide This filmmaking training emphasises film as a rich and varied opportunities to watch, teaching tool to encourage deep and active • Each activity is designed to help build on discuss, review and make films. Schools also learning, and facilitates young people taking a learner’s comprehension, analytical and have access to Into Film Festival – KS3 control of their own learning processes. writing skills and includes an opportunity the largest free youth film festival in the for curriculum-focused filmmaking and world - comprising screenings, discussions, RAISING LITERACY THROUGH FILM CPD extended writing filmmaking workshops and Q&As. • The programme demonstrates the Our Literacy programme demonstrates the benefits of using film as text to develop Get into Film (GIF) – hosted on YouTube, GIF benefits of using film as text to develop learners’ critical thinking, analytical is the home of film-related content for learners’ critical thinking, analytical and and contextualisation skills across the young people aged 5–19. The channel contextualisation skills across the curriculum. curriculum provides • Participants will develop a range of skills a wealth of vibrant film-related content

LITERACY THROUGH FILM CPD LITERACY Participants will develop a range of skills that are transferable between film and including star-studded interviews, exclusive that are transferable between film and literary texts behind-the-scenes footage and industry literary texts. Introducing a series of tools, • Into Film training emphasises film as a insights. including the 3Cs (character, colour, camera) teaching tool to encourage deep and and 3Ss (story, setting, sound), from which active learning, and facilitates young

build teachers’ abilities to help their learners people taking control of their own SEND contextualise and decode film, learning key learning processes

92 RETURN TO CONTENTS RETURN TO KS MATRIX 93 Into Film is an education charity that puts may be facing themselves. Teachers will strong links to English, Art and Design, RESOURCES AND SUPPORT film at the heart of children and young learn multiple mindfulness exercises, via a Music, PSHE, SMSC and British Values. people’s educational, cultural and personal collection of clips from feature and youth- Each participant will receive a free development. made films, culminating in a light-touch TEACHER COMMITMENT AND TRAINING downloadable PowerPoint, which includes filmmaking task that can transpire back in film clips, activities and orksheets.w Schools across the UK engage with a the classroom. Teachers do not need to prepare anything programme of Into Film Clubs, special in advance, however they must be willing Into Film resources are free for schools cinema screenings, resources and training SUITABILITY to explore the content and themes back and available to support teachers in the to support classroom teaching. Alongside in the classroom and during wider school classroom. rich online content for young audiences, this This CPD content is aimed at KS2-3 but curriculum planning. provides 5-19 year olds with unparalleled could help across a wider spectrum of ages COST opportunities to learn about and with film, and abilities including SEND. This session This course is not formally accredited but and develop a passion for cinema. will not predominantly involve practical underpins values set by the Mental Health Now offered FREE for all to access, in filmmaking, but uses film as a means orf Foundation. response to the global pandemic and the Into Film supports teachers to work with film students to access wider learning. pressures placed on schools and students in the classroom and bring the curriculum WHAT HAPPENS AT THE END? recovery. to life, and to put film at the centre of DATES, LOCATION AND FORMAT extracurricular activity. If schools wish to continue filmmaking, RECOMMENDED

INTO FILM INTO Thursday 30 September 2021, delivered they are eligible for Into Film competitions ABOUT THE PROJECT virtually between 4.00pm-5.30pm. such as Film of the Month and The Into Film This offer could complement the Awards. following: Into Film training is for groups of educators LEARNING OUTCOMES • Signals: Wellbeing Video Games working with 5–19 year olds. Filmmaking has INTO FILM CLUB • Trestle: Unmasking Wellbeing the power not only to increase educational • The programme demonstrates the attainment for students across the benefits of using film to develop Schools new to the Into Film programme can curriculum but also to empower teachers access a free Into Film club by signing up on ‘..A great session - the trainer was learners’ critical thinking, analytical KS2 with an exciting new means of assessing and contextualisation skills across the The Into Film website. engaging and interesting, covering learning. curriculum topics for dicussion that are much • Participants will gain confidence in In and out of school settings, clubs provide needed in schools today’ This filmmaking training emphasises film as a understanding how to use film to support rich and varied opportunities to watch, teaching tool to encourage deep and active young people approaching challenging discuss, review and make films. Schools KS3 learning, and facilitates young people taking circumstances, such as exams and also have access to Into Film Festival – control of their own learning processes. transition the largest free youth film festival in the world - comprising screenings, discussions, • Film is a powerful tool for developing MINDFULNESS ON FILM CPD empathy, exploring impact and discussing filmmaking workshops and Q&As. difficult issues faced by the character More children every day are struggling all at a level removed from issues that a Get into Film (GIF) – hosted on YouTube, GIF to cope with mental health issues, so in pupil may be facing themselves is the home of film-related content for young MINDFULNESS ON FILM CPD response to the rising rates of depression people aged 5–19. The channel provides • Into Film training emphasises film as a and anxiety in young people, we’ve a wealth of vibrant film-related content teaching tool to encourage deep and developed Mindfulness on Film training, including star-studded interviews, exclusive active learning, and facilitates young in conjunction with the Mental Health behind-the-scenes footage and industry people taking control of their own Foundation. insights. learning processes Film is a powerful tool for developing CROSS-CURRICULAR LINKS empathy, exploring impact and discussing

difficult issues faced by the characters’ – at SEND This CPD can be widely applied to any a level removed from issues that a student curricular or extra-curricular theme with

94 RETURN TO CONTENTS RETURN TO KS MATRIX 95 96 RETURN TO CONTENTS RETURN TO KS MATRIX 97 SUITABILITY RESOURCES AND SUPPORT

KS2-3 and SEND only. Teachers will receive a full resource pack at the introductory CPD,

DATES, LOCATION AND FORMAT COST

Introductory CPD on Tuesday 19 October £200 for two teachers. Teaching assistants 2021, between 4.00pm-6.00pm at Kinetika can join, free of charge. Studios, High House Production Park, Purfleet. RECOMMENDED

Practical Design Workshop Tuesday 8 This offer could complement the following: February 2022, 4.00pm-6.00pm also in- person at Kinetika Studios. • Music For Change: Cultural Experiences LEARNING OUTCOMES • Creative Blast: Student Voice CPD • ChickenWired: Sustainable Sculpture Teachers and students will:

• Discuss and explore values and ‘...Opportunities like this are so aspirations rare and the day was packed with so much active learning for all of Kinetika is an internationally renowned Larger than life characters, that represent • Explore their sense of place and company, specialising in the creation of our communities, will lead participants on a belonging in a wider community us... bespoke silks, with a 23-year track record of journey that celebrates local history and combining world-class design with shares our dreams, culminating in a finale • Explore the environment and collecting The cultural champions have community projects to produce spectacular where all dreams, characters and community outdoor events that engage diverse hubs come together to share a collective never been so fired up about • Improve skills around empathy and audiences all over the world, such as narrative. a project and we are excited reflection, as well as listening and oracy commissions for ceremonies at FIFA World about how the music, dance and Cup 2009, the London Paralympic Games HOW SCHOOLS CAN TAKE PART art sessions will drive our plans and the Team GB Parade in 2012. • Explore drawing, painting, collage, poetry Kinetika is producing an educational and other techniques through the forward... Founded by artist Ali Pretty in 1997, Kinetika resource pack in collaboration with writer resource pack now has an unrivalled reputation for working Sadie Hasler. It structures activities around 5 We have involved students from with local communities on projects that key topics as inspiration to explore our • Share photographs, letters and memories the outset so I get the feeling it through interviews and portrait change the way people feel about where future: will be the most creative they live, including T100 Walking Festival, photography Silk River and Beach of Dreams. 1: Exploring values and aspirations experience yet’ KINETIKA • Discover and share role models ABOUT THE PROJECT 2: Exploring Place - what is the environment like now and how would we like it to be in • Learn how to translate ideas into graphic

For the 2021/22 season we would like to the future? designs that reflect the theme KS1 invite schools to take part in T100 The Dream, our eighth annual T100 festival. The 3: Exploring People - who are our role • Explore the Carnival art form and basic concept of T100 is very simple, based on a models? steps in puppetry T100 THE DREAM theme selected for the year, a programme of walks is devised by a range of local 4: Sharing - how do we communicate our CROSS-CURRICULAR LINKS KS2 groups and organisations which incorporate vision? A Map, a poem, a song, a design, a community-led activities that respond to the short story, an illustration? Widely applicable to Design Technology, theme. Science, Art and Design, Literacy, PSHE, CPD, WORKHOP & SHARING Geography and History. The walks take place in towns and villages KS3 across the borough in July, with a longer, Teachers are invited to an introductory CPD TEACHER COMMITMENT AND TRAINING contiguous route symbolically connecting led by artist Ali Pretty and writer Sadie Hasler, them all up. It is all about walking, talking where they will explore the resources and Attendance at both the CPD and design and making together as a collective, shared prepare teachers for using them in the workshop is required to gain the full benefits experience in our local area. classroom. of the project. Schools should send the same teachers to attend all elements of the You can find out all about the different This is then followed by a practical design project. walks available in your local area via the workshop, which is an opportunity for Thurrock 100 website. teachers to share the vision created in WHAT HAPPENS AT THE END? schools and feed it into the designs for the THE DREAM carnival characters. Ali Pretty will deliver this Schools are invited to take part in T100 The alongside a Carnival Puppet Designer. Dream with created material shared on the The T100 festival in 2022 will showcase the Thurrock 100 website. dreams of Thurrock residents. We have Lastly, schools are invited to take part in been collecting ideas over the last two T100 The Dream event/s in locations across

years, in 2022 these will be presented the borough in July 2022. SEND through the art form of Carnival.

98 RETURN TO CONTENTS RETURN TO KS MATRIX 99 • Creative thinking and expression of ideas LV21 YOUNG SHIPMATES • Team work, social and communication skills All students gain membership of LV21 Young • Confidence building, raising aspirations ShipMates and make a souvenir fridge magnet/badge to mark their achievement. • Connecting with a local cultural venue and its heritage Teachers who join also receive invitations to relevant exhibitions and events aboard. • Working with an artist • Discovering new art materials and RESOURCES AND SUPPORT techniques Teachers and students will be directed CROSS-CURRICULAR LINKS towards useful online resources.

The immersive nature of the visit and Discussion about potential follow-up tasks accompanying creative activities offer for the session can be arranged on request several links to the wider curriculum. Chosen and other resources can be identified during artist-led activities can support: the planning discussion.

• HISTORY: local study, maritime heritage, As a Royal Opera House Bridge Artsmark shipping, mud-larking Partner organisation and an Arts Award • ENGLISH: communication, expanded centre, LV21 also provides support services vocabulary, nautical terminology, for applicable schools. storytelling LV21 is an award-winning cultural The holistic format of the visit is to provide • GEOGRAPHY: navigation, map-reading, COST organisation based aboard the historic an opportunity for participants to get sea charts, environment, tides, River Light Vessel 21 in Gravesend, Kent. Offering inspired by their surroundings and then work Thames and the Thames Estuary £420 a rich programme of themed exhibitions, with professional artists to create responses • ART AND DESIGN: traditional hands-on performances, festivals and public events to their findings. Schools can choose from nautical crafts, designing and creating Unfacilitated one-hour visits, supported by a throughout the year - both aboard the ship three different pre-selected activities, led new artworks LV21 team member, are also bookable for an and ashore in the wider community - LV21 by an artist, with links to chosen topics and MUSIC: entry fee of £3 per student (20-40 students provides inspiring learning opportunities that areas of the curriculum. • traditional sea shanties LV21 per group visit only). Admission is free for • DRAMA: role play, developing dialogue ignite imagination and empower people of accompanying adults. all ages and abilities to get involved, building SUITABILITY through characters civic pride. • CITIZENSHIP: immigration, connecting RECOMMENDED Targeted at KS1–3 but workshop content seas, nationality Working in close collaboration with over can be adapted for EYFS, KS4–5 and SEND • SCIENCE: physics: magnets, sounds This offer could complement the following: twenty creative practitioners, with extensive groups. biology: living sea (animals and humans) • Punchdrunk: The Vanishing Land experience of delivery in educational

• Thurrock Museum: Day in the Life of EYFS settings, LV21 devises pioneering education We recommend a maximum group size of TEACHER COMMITMENT AND TRAINING a Curator programmes and cross-curricular activities 35 students per booking. Please note that to enhance learning opportunities with access aboard the historic ship is limited due Teachers should arrange a planning a focus on developing a place-based to steep staircases and narrow walkways discussion, or site visit, to design a tailored curriculum offer for the wider Thames throughout. However, sessions are tailored to session with LV21 in order to meet specific ‘...The whole day was truly

Estuary area. meet the needs of individual groups. needs before students visit. Teacher inspirational! We watched the KS1 participation in the artist-led activities is children’s confidence grow ABOUT THE PROJECT DATES, LOCATION AND FORMAT encouraged to maximise CPD opportunities. throughout the session – taking on ALL HANDS ON DECK! Visits are to be booked a minimum of one The following adult to children ratios must creative challenges and working month in advance, between September- be met: together as a team... Exhilarating KS2 Join us aboard historic Light Vessel 21. November and March-July only. visit aboard Light Vessel 21!’ • 1:6 for EYFS-KS1 A tour and artist-led creative activities take Tours last 30 minutes. Visits with creative • 1:10 for KS2-5 students on a journey of discovery across activities take place between 10.00am – ALL HANDS ON DECK! ALL HANDS • Flexible for SEND the decks of this ‘floating lighthouse’, 2.00pm, with a lunch break. Timings can be KS3 exploring a variety of themes immersed in adjusted to meet school requirements. Pre-visit information about health and safety this unusual setting. and any visit requirements will be supplied. Tea/coffee/water provided but participants Groups need to have a named first aider and The tour and activities follow LV21’s journey need to bring a packed lunch. bring a first aid kit with them. from her past role in guiding mariners to KS4 safety along the Kent coast to her current Docked in Gravesend, LV21 is a two-minute WHAT HAPPENS AT THE END? position as a cultural beacon for arts in walk from the Tilbury Ferry arrival dock, North Kent. Students will be able to step making the venue easily accessible for Teachers and students have an opportunity into character of lightship crew and explore Thurrock Schools. to share their thoughts and discuss their traditional mariner skills - from sea shanties experience through a Q&A at the end of the

LEARNING OUTCOMES KS5 to nautical knots, and Morse Code to visit. Teachers are encouraged to take the signalling flags. learning from the creative activities back Through this creative learning experience into classroom and share with the wider Exploring permanent exhibits and handling - combining history with future, traditional school. artefacts in the ‘Cabin of Curiosities’ will be with contemporary - students will gain new

a further stimulus for learning, and inspire skills and expand their knowledge in various SEND creative responses. areas including:

100 RETURN TO CONTENTS RETURN TO KS MATRIX 101 Established 21 years ago, Music for Change WEST AFRICAN STORYTELLING WITH CROSS-CURRICULAR LINKS developed in consultation with the artist. is a Canterbury-based charity that uses MUSIC music to celebrate cultural diversity, to DANCE Supporting DVDs can be purchased as a bring people together and to improve Students will experience a variety of stories Choreography, rhythm, dance traditions follow up activity in the classroom, delivered people’s well-being. such as Anansi stories, traditional African, for £28. mythological stories, problem and dilemma GEOGRAPHY Their vision is that all members of the stories. Pupils will be able to interact with Learn about different countries in Africa COST community, especially children and young the story as part of the workshop. people, fulfil their creative potential while MUSIC £390 for half day (total two hours) respecting and celebrating cultural diversity. SUITABILITY Rhythm, live music, discovering instruments £465 for full day (total four hours)

Running educational workshops, KS1–KS5 and SEND. HISTORY RECOMMENDED projects, music events and festivals across Historical figures, stories and cultures in the UK, Music for Change currently works DATES, LOCATION AND FORMAT Africa This offer could complement the following: with more than 50 artists from around the • Thurrock Music Service: Sound world, who are experienced musicians, Dates are flexible across the academic year LITERACY • Education CPD skilled in delivering workshops to large and and take place in school – where the use of a Storytelling for creative writing and • Kinetika: The Dream small groups. hall or large space is required. language ‘...The artist that delivered the ABOUT THE PROJECT Workshops can be booked in either half days MATHS workshop was amazing and the

(two x one-hour workshops) or whole days Numeracy, creating shapes, counting beats KS1 Schools can choose from the following (three or four x one-hour workshops). children were fully engaged African experiences: PE throughout enabling them to make Workshops are limited up to 30 students. Physical exercise using creative movement the most from the workshop.’ SOUTHERN AFRICAN GUM BOOT DANCE and expression WORKSHOPS LEARNING OUTCOMES KS2 SMSC Students will learn Gum Boot dancing, which Students will: Developing values, including increased originates from South African miners using respect for other cultures the rhythmic dance to communicate, and • Gain knowledge and an awareness about is now one of the most expressive South South and West African culture and TEACHER COMMITMENT AND TRAINING KS3 African dance genres. heritage AFRICAN EXPERIENCES • Learn new skills in South African dance Teachers should be present during the ZULU EXPERIENCE • Learn new skills in South African a workshops and retain a student to teacher cappella singing ratio of 1:15. Students will learn Zulu dance. Other

• Learn new songs and how to sing in KS4

MUSIC FOR CHANGE elements will include learning traditional Training can also be offered at an additional harmony drumming and Zulu singing in the style of cost. Ladysmith Black Mambazo. There will also • Develop listening and co-ordination skills be a chance to explore and interact with • Have the opportunity for creative WHAT HAPPENS AT THE END? props and try on traditional Zulu costume. expression

• Develop teamwork skills and Students are encouraged to perform and KS5 WEST AFRICAN DRUMMING WORKSHOPS communication skills showcase what they have learnt to their • Develop performance skills in front of peers and wider school community. Students will learn a variety of drumming peers rhythms from West Africa and explore • Celebrate their own and other cultures RESOURCES AND SUPPORT technique, rhythms, dynamics and songs on SEND Djembe drums. Additional follow-up material can be

102 RETURN TO CONTENTS RETURN TO KS MATRIX 103 Established 21 years ago, Music for Change voice and singing technique and sing songs CROSS-CURRICULAR LINKS RECOMMENDED is a Canterbury-based charity that uses from the Caribbean. They will sing a capella music to celebrate cultural diversity, to and learn about rhythm and harmony GEOGRAPHY This offer could complement the following: bring people together and to improve Learn about the Caribbean • Thurrock Music Services: How to people’s well-being. Their vision is that SUITABILITY Lead Singing in School all members of the community, especially MUSIC children and young people, fulfil their EYFS-KS5 and SEND (please note the mini Rhythm, live music, discovering instruments • Bang & Smash Music: Song Creation and creative potential while respecting and steel pans are for EYFS-KS1 only). Production celebrating cultural diversity. HISTORY DATES, LOCATION AND FORMAT History of the cultures studied in the ‘...Immersing children in a diverse Running educational workshops, workshops through song and music range of music helps to improve projects, music events and festivals across Dates are flexible across the academic year their cultural capital. They enjoyed the UK, Music for Change currently works and take place in school – where the use of a MATHS with more than 50 artists from around the hall or large space is required. Numeracy, counting beats. hearing new sounds, and it added world, who are experienced musicians, to their sense of excitement skilled in delivering workshops to large and Workshops can be booked in either half days SMSC created in a writing unit which EYFS small groups. (two x one-hour workshops) or whole days Developing values, including increased centred around the Caribbean’ (three or four x one-hour workshops). respect for other cultures ABOUT THE PROJECT Workshops are limited up to 30 students. TEACHER COMMITMENT AND TRAINING

Schools can choose from the following KS1 Caribbean experiences: LEARNING OUTCOMES Teachers should be present during the workshops and retain a student to teacher MINI STEEL PANS Students will: ratio of 1:15.

In this workshop, students will begin to learn Training can also be offered at an additional • Gain knowledge and an awareness about KS2 the technique of playing the steel pan in Caribbean culture and heritage cost. small groups; they will explore rhythm skills • Learn new skills in steel-pan drumming through playing percussion and rhymes, WHAT HAPPENS AT THE END? • Students will learn new skills in including singing and learning tunes with songwriting mini steel pans. Interactive storytelling can Students are encouraged to perform and

• Learn new skills in a cappella singing KS3 also be included in the workshop and older showcase what they have learnt to their students in KS1 could also explore how to • Learn new songs and how to sing in peers and wider school community. write a song. harmony • Develop listening and co-ordination skills RESOURCES AND SUPPORT CARIBBEAN CALYPSO SONG WRITING • Develop teamwork skills, communication CARIBBEAN EXPERIENCES KS4

MUSIC FOR CHANGE WORKSHOPS and performance skills Additional follow-up material can be • Celebrate their own and other cultures developed in consultation with the artist. Students will learn how to write songs in • Learn about stories from the Caribbean a calypso style while learning about the and develop vocabulary while Supporting DVDs can be purchased as a historical context and meaning of the genre. songwriting follow up activity in the classroom, delivered They will explore rhythm, lyrical content, • Develop rhythmic skills through for £28. KS5 melody, rhyme and songwriting techniques participation, enhancing fine motor skills such as call and response. COST • Develop an understanding of dynamics • Develop listening and co-ordination skills AFRO-CARIBBEAN VOCAL WORKSHOPS £390 for half day (total two hours)

• Have the opportunity for creative £465 for full day (total four hours) SEND Students will learn how to warm up their expression

104 RETURN TO CONTENTS RETURN TO KS MATRIX 105 Established 21 years ago, Music for Change SUITABILITY DRAMA RIBBON/FAN DANCE is a Canterbury-based charity that uses Exploring traditional Chinese magic skills £390 for half day (total two hours) music to celebrate cultural diversity, to KS1 – KS5 and SEND. and performance £465 for full day (total four hours) bring people together and to improve people’s well-being. DATES, LOCATION AND FORMAT SMSC RECOMMENDED Developing values, including increased Their vision is that all members of the Dates are flexible across the academic year respect for other cultures This offer could complement the following: community, especially children and young and take place in school – where the use of a • Gamelan Anak Ledjar: Wallace & the people, fulfil their creative potential while hall or large space is required. MATHS Islands respecting and celebrating cultural diversity. Numeracy, creating shapes, counting beats • Focal Point Gallery: Artist-Led Discovery Workshops can be booked in either half days Running educational workshops, (two x one-hour workshops) or whole days PE ‘...The children had a great day projects, music events and festivals across (three or four x one-hour workshops). Physical exercise using creative movement the UK, Music for Change currently works and expression and really enjoyed this experience. with more than 50 artists from around the Workshops are limited up to 30 students. Class 2 were able to make links world, who are experienced musicians, SMSC between their prior learning of skilled in delivering workshops to large and LEARNING OUTCOMES Developing values, including increased China and their new experiences of small groups. respect for other cultures Students will: traditional Chinese culture.’ ABOUT THE PROJECT TEACHER COMMITMENT AND TRAINING

• Gain knowledge and an awareness about KS1 Schools can choose from the following Chinese culture and heritage Teachers should be present during the Chinese experiences: • Develop listening and co-ordination skills workshops and retain a student to teacher • Improve dexterity and fine motor skills ratio of 1:15 . CHINESE MAGIC AND ORIGAMI • Have the opportunity for creative Training can also be offered at an additional expression KS2 This workshop from Music for Change cost combines two art forms, Chinese Magic • Develop communication and social skills and Origami, in one session – introducing • Learn new skills in dance WHAT HAPPENS AT THE END? the culture and linking to the celebration • Develop performance skills in front of of Chinese New Year. With an additional peers Students are encouraged to perform and KS3

CHINESE EXPERIENCES Origami artist, students will also experience • Celebrate their own and other cultures showcase what they have learnt to their the art of Origami, or Chinese paper folding, peers and wider school community. to make their own Chinese art. Examples CROSS-CURRICULAR LINKS include making a bird and star or using RESOURCES AND SUPPORT paper-cutting techniques to make Chinese GEOGRAPHY AND HISTORY KS4

MUSIC FOR CHANGE letters and fans. Exploring China and traditional Chinese Additional follow-up material can be culture, including Chinese New Year developed in consultation with the artist. RIBBON DANCE/FAN DANCE ART AND DESIGN Supporting DVDs can be purchased as a Students will learn Chinese ribbon and Exploring paper modelling and techniques in follow up activity in the classroom, delivered

fan dances. A short demonstration will be 3D form for £28. KS5 followed by learning different movements and dance styles using ribbon and/or fan. MATHS COST At the end of the workshop there will be an Recognising shapes, accurate measuring opportunity to dance together to traditional skills and division CHINESE MAGIC AND ORIGAMI

Chinese music. £580 for half day (total two hours) SEND £655 for full day (total four hours)

106 RETURN TO CONTENTS RETURN TO KS MATRIX 107 Established 21 years ago, Music for Change SUITABILITY MATHS RECOMMENDED is a Canterbury-based charity that uses Numeracy, counting beats, advanced music to celebrate cultural diversity, to KS1–KS5 and SEND. counting with complicated time signatures This offer could complement the following: bring people together and to improve • Thurrock Music Services: How to Lead people’s well-being. DATES, LOCATION AND FORMAT SMSC Singing In School Developing values, including increased • Kinetika: The Dream Their vision is that all members of the Dates are flexible across the academic year respect for other cultures • SparkedEcho: Folk Songwriting: Daily community, especially children and young and take place in school – where the use of a News people, fulfil their creative potential while hall or large space is required. TEACHER COMMITMENT AND TRAINING respecting and celebrating cultural diversity. Workshops can be booked in either half days Teachers should be present during the ‘...Dessislava did a wonderful Running educational workshops, (two x one-hour workshops) or whole days workshops and retain a student to teacher job and we wouldn’t hesitate to projects, music events and festivals across (three or four x one-hour workshops). ratio of 1:15. recommend her again.’ the UK, Music for Change currently works with more than 50 artists from around the Workshops are limited up to 30 students. Training can also be offered at an additional world, who are experienced musicians, cost. skilled in delivering workshops to large and LEARNING OUTCOMES small groups. WHAT HAPPENS AT THE END? Students will: ABOUT THE PROJECT Students are encouraged to perform and KS1 • Gain knowledge and an awareness about showcase what they have learnt to their Schools can choose from the following European culture and heritage peers and wider school community. European experiences: • Learn new skills in singing RESOURCES AND SUPPORT • Students will learn new skills in European BULGARIAN VOCAL WORKSHOPS languages KS2 Additional follow-up material can be • Learn new songs and how to sing in This workshop will explore the landscapes developed in consultation with the artist. harmony of the voice and the creative traditions of Bulgaria. • Develop listening and co-ordination skills Supporting DVDs can be purchased as a • Develop teamwork skills, communication follow up activity in the classroom, delivered Students will learn new singing techniques and performance skills for £28. KS3 from the distinctive choral music from • Celebrate their own and other cultures Bulgaria, full of unusual intervals, irregular • Develop an understanding of dynamics COST rhythms and colourful harmonies which are • Have the opportunity for creative incredibly catchy, fiery and wonderful to play £390 for half day (total two hours)

EUROPEAN EXPERIENCES expression with. £465 for full day (total four hours) KS4

MUSIC FOR CHANGE CROSS-CURRICULAR LINKS SOUTHERN EUROPEAN VOCAL WORKSHOPS GEOGRAPHY Learn about different countries in Europe

Students will learn a range of songs from the KS5 Balkans. The workshop will explore harmony, MUSIC rhythm and different time signatures such Rhythm, live music, discovering instruments as 7/8 & 9/8. Songs will be from gypsy/ traditional music from Macedonia, Serbia, HISTORY

Croatia, Bosnia and Montenegro. History of the cultures studied in the SEND workshops through song

108 RETURN TO CONTENTS RETURN TO KS MATRIX 109 Established 21 years ago, Music for Change INDIAN DRUMMING GEOGRAPHY Supporting DVDs can be purchased as a is a Canterbury-based charity that uses Learn about different regions of India follow up activity in the classroom, delivered music to celebrate cultural diversity, to Students will learn a range of rhythms and for £28. bring people together and to improve drumming styles including Bhangra, Tabla, MUSIC people’s well-being. Dhol and Dholak. Students will explore the Rhythm, live music, discovering instruments COST different drums, technique and dynamics. Their vision is that all members of the RELIGIOUS EDUCATION £390 for half day (total two hours) community, especially children and young SUITABILITY Diwali celebrations and the Hindu faith £465 for full day (total four hours) people, fulfil their creative potential while respecting and celebrating cultural diversity. KS1–KS5 and SEND. HISTORY RECOMMENDED Gandhi, historical figures, Indian culture Running educational workshops, DATES, LOCATION AND FORMAT This offer could complement the following: projects, music events and festivals across LITERACY • Blackpool Grand Theatre: Story-Led the UK, Music for Change currently works Dates are flexible across the academic year Storytelling for creative writing and Resillience CPD with more than 50 artists from around the and take place in school – where the use of a language • ROH Create and Dance world, who are experienced musicians, hall or large space is required. skilled in delivering workshops to large and MATHS ‘...It topped my expectations which small groups. Workshops can be booked in either half days Numeracy, creating shapes, counting beats (two x one-hour workshops) or whole days were clearly not high enough the ABOUT THE PROJECT (three or four x one-hour workshops). PE delivery of the session was truly

Physical exercise using creative movement amazing.’ KS1 Schools can choose from the following Workshops are limited up to 30 students. and expression Indian experiences: LEARNING OUTCOMES SMSC INDIAN FOLK DANCE AND STORYTELLING Developing values, including increased Students will: respect for other cultures KS2 Students will experience stories from India and learn Indian folk dance (rhythmical, • Gain knowledge and an awareness about TEACHER COMMITMENT AND TRAINING Bollywood movements), including up to Indian culture and heritage

INDIAN EXPERIENCES three dance styles that will be taught from • Learn new skills in Indian dance Teachers should be present during the different regions – Tamal (South), Gujarat workshops and retain a student to teacher

• Learn about stories from India KS3 (West) and Punjab (North). Stories from ratio of 1:15. • Learn new skills in Indian drumming Hinduism can also be requested to link with Diwali Festival of Lights. • Develop listening and co-ordination skills Training can also be offered at an additional • Have the opportunity for creative cost. CLASSICAL INDIAN DANCE WITH expression KS4

MUSIC FOR CHANGE STORYTELLING • Develop teamwork skills and WHAT HAPPENS AT THE END? communication skills Kathak (form of classical Indian dance); • Develop performance skills in front of Students are encouraged to perform and students learn Kathak rhythms, steps, peers showcase what they have learnt to their movements, hand gestures and spoken • Celebrate their own and other cultures peers and wider school community.

rhythm. Each workshop allows time to KS5 nurture the students’ creativity and answer CROSS-CURRICULAR LINKS RESOURCES AND SUPPORT questions about this specific dance style and related music. The workshops will feature an DANCE Additional follow-up material can be element of interactive storytelling. Choreography, rhythm, dance traditions developed in consultation with the artist. SEND

110 RETURN TO CONTENTS RETURN TO KS MATRIX 111 The National College Creative Industries Ltd, Workshop facilitators are specialists in the CROSS-CURRICULAR LINKS Industries Schools Engagement and at home in The Backstage Centre Purfleet, entertainment industry, as well as Enrichment programme. This includes offers specialist technical production and practicing educators. The workshop links to other areas of the opportunities for students to engage in creative industry courses through its partner, curriculum across KS3 upwards, including: further practical workshops. South Essex College. Courses are designed SUITABILITY to give students the skills and hands-on • DESIGN AND TECHNOLOGY: working RESOURCES AND SUPPORT experience required to progress to further This workshop is designed to support with sets, designing for performance study or employment in backstage or off- teachers of KS3 upwards, when delivering • HISTORY: contextualisation of historical A full resources pack will be included on the stage careers and the wider creative practical sessions in Drama, Dance, Music legitimacy in performances. Accuracy for day and links to local industry providers for industry sector. and the creative arts. costume and prop-making equipment and scenic/costume hire. • MEDIA INTERACTIVE TECHNOLOGIES: In addition. the National College Creative DATES, LOCATION AND FORMAT COST IT-based systems for show control, Industries Ltd offers specialist technical 3-D visualisation, integration of visual production and business support Friday 4 March 2022, 10.00am – 3.00pm, £75 per teacher platforms for performance and apprenticeships through its partner, Access The Backstage Centre, High House streaming Creative College. Production Park, Purfleet. The workshop RECOMMENDED will be hands-on, so we recommend you Training is designed to meet the staff wear suitable clothing for a practical TEACHER COMMITMENT AND TRAINING This offer could complement the following: development needs of creative and experience. • National Theatre: Let’s Play cultural industries employers supported by Teachers are expected to provide details of experienced Industry practitioners, and to LEARNING OUTCOMES their current workshop and performance • Creative Blast: Drama in the Curriculum give new entrants to the sector the skills and spaces, as well as to bring with them a CPD schedule of equipment and other relevant hands-on experience required to progress in Teachers will: ‘...The course has really helped their career. resources to assist the industry specialists in • Develop a wider understanding of providing the best advice. Any equipment me prepare; the teaching is very lighting, sound, audio-visual technology ABOUT THE PROJECT without a specified make or model can be much hands on and involves a lot and streamed content broadcast photographed and these provided instead. of problem solving. Rather than TEACHERS’ TECHNICAL THEATRE • Understand the impact from health being told what will work, we are WORKSHOP - PERFORMANCE AND and safety legislation applicable The workshop involves practical activities as STREAMING to performances, workshops and well as inclusive discussions on relevant encouraged to try things out.’ presentations themes. Teachers are welcome to provide Throughout the day of inclusive/entry level • Understand legal responsibilities for Live information for future development of ideas KS3 workshops, teachers will enjoy practical Streamed broadcast at their own schools and if the National sessions to support the development of • Build confidence with equipment and College for Creative Industries can assist skills, knowledge and understanding of how to engage students in learning more them further. lighting, sound, audio-visual technology and about the practical installation streamed content broadcast. for performances, workshops and WHAT HAPPENS AT THE END? KS4 NATIONAL COLLEGE COLLEGE NATIONAL presentations The purpose is to develop a wider • The experts will expose why myths, The workshops will provide teachers with understanding of use of technical equipment colloquialisms and using the ‘correct’ the opportunity to provide analytical and for performances at schools and colleges to terminology when working with reflective feedback for future workshops,

support workshops, performances and equipment or preparing a production can plus open wider engagement with the KS5 presentations. This will help widen teachers create an environment for potential Backstage Centre and the National College skills when producing school productions, bullying and developing low self-esteem for Creative Industries. All participating internal assessments and includes guidance schools will be enrolled on our Creative for using Vimeo, YouTube Live and • In addition, the workshop will provide associated software for streaming content. examples for embedding English language, mathematics and ICT TECHNICAL THEATRE WORKSHOPS TECHNICAL THEATRE

112 RETURN TO CONTENTS RETURN TO KS MATRIX 113 LEARNING OUTCOMES WHAT HAPPENS AT THE END?

Let's Play students will: Let's Play teachers will leave feeling confident in their ability to create rich • Be empowered to contribute to every learning experience for their students aspect of the process of staging a play through the school play. Multiple teachers and have some agency of the work, can attend the CPD over the course of the developing student voice and helping year, meaning that there is a school-wide facilitate a sense of pride and self-esteem understanding of making the school play in a way that is inclusive, holistic and supports • Engage in a high quality process that student’s broader learning. The intention is offers them a range of opportunities to achieve and exceed to leave a lasting legacy that is led by the teachers themselves. • Have their social, moral, spiritual and cultural education in a creative and RESOURCES AND SUPPORT holistic way • Engage with an experiential learning Let's Play participating schools have access opportunity that lends itself to a to: wide range of learning styles and explores cross-curricular topic based • A portfolio of plays and music learning, embedding knowledge and • Instructional films on how to approach understanding through extension and specific areas of a rehearsal process with repetition students • Have a space to develop valuable • A Teacher Toolkit and Directors’ Guide At the National Theatre, we make world- A new free oracy project from the National transferable skills and attributes such as • Ongoing support from National Theatre class theatre that is entertaining, challenging Theatre and Unicorn Theatre is presented for empathy, teamwork and leadership staff and peers in other schools and inspiring, and we make it for everyone. 2021/22: • The opportunity for pupils to gain an Arts The work the National Theatre produces Award appeals to the widest possible audiences STORY SEEKERS CROSS-CURRICULAR LINKS with new plays, musicals, re-imagined Let’s Play schools are also encouraged Let's Play teachers will gain access to a classics and new work for young audiences. In the year 2020 the world changed. The to sign up to the new National Theatre specific section of the National Theatre’s pandemic swept across the planet, and Collection: a service that makes the best of Teacher Toolkit called ‘Let’s Explore’. Our extensive Learning programme offers everything locked down. People forgot how to British theatre recordings available to talks, events and workshops for people of dream. They forgot how to create. schools worldwide. This service is Let’s Explore is collection of cross-curricular all ages, and reaches nationwide through completely FREE for UK state schools. programmes such as Connections, our Join Story Seeker Command on their mission activities designed to support teachers to annual festival of new plays for schools and to find, tell and share important stories from use the world of their chosen play to teach COST youth theatres. across the globe. This joint venture with the across the curriculum. Unicorn Theatre challenges students aged 8 - £250 for Let's Play: access to all plays, LET’S PLAY Subjects covered include: ABOUT THE PROJECT 11 in this FREE online project available to all resources and CPD courses for a full UK state primary schools. academic year. Story Seekers is FREE to LET’S PLAY • LITERACY all state funded primary schools. This six-week creative literacy project is in • NUMERACY Let’s Play is a creative learning programme partnership with the Unicorn Theatre, the • GEOGRAPHY RECOMMENDED UK’s leading theatre for children and young that aims to transform theatre-making in • HISTORY KS1 people. It includes filmed theatre primary schools and put creativity at the • PHYSICAL EDUCATION This offer could complement the following: heart of the curriculum. The programme performances directed by Justin Audibert to • DESIGN TECHNOLOGY commissions new plays for students to guide students through the quest, workshops • Rendered Retina: Timon of Athens PSHE AND SMSC perform and supports teachers in leading and performances by professional storytellers • • English Touring Opera: Paper and Tin classes of students aged between 4 and 11 and training and resources to support TEACHER COMMITMENT AND TRAINING KS2 years old through an exciting creative teachers to lead the project. Read our FAQs ‘I was really excited about putting process, inspiring learning across the for more information. my new knowledge of theatre- Teacher CPD and development is at the curriculum and involving the students in all making into practice after the CPD. heart of Let’s Play. We are committed to aspects of creating a theatre production. SUITABILITY working closely with teachers to design and I felt much more confident about deliver a CPD course that stretches, inspires approaching the rehearsal process The programme includes: KS1 and KS2 students only, alongside Primary school teachers of all levels of and enthuses; that offers teachers tangible as a result of it.’ • Specialist theatre-making courses for experience. tools to use in their school play rehearsals both KS1 and KS2 teachers, led by and that also informs their wider teaching professional theatre artists DATES, LOCATION AND FORMAT practice.

NATIONAL THEATRE NATIONAL • Access to specially-commissioned scripts, suitable for primary-aged Schools taking part in Let’s Play sign up to Our teacher CPD is designed to offer students (and performance licenses) participate for one academic year; it's teachers that return year on year a • Musical scores and backing tracks for designed to be flexible for schools to use as progression route, supporting them to build original songs they see fit. In 2021/2022, the CPD courses skills and confidence in theatre-making and creative approaches to the curriculum. • Access to curriculum-linked lesson plans will be a blended offer of online training and A Directors Toolkit: a series of short films in person training taking place at the National and written guidance for teachers on Theatre on the South Bank, London. Teachers also receive ongoing online and how to direct and stage their plays telephone-based support from both National Theatre staff and the wider ommunityc of • The opportunity for students to gain an If a significant number of schools sign up in teachers participating in Let’s Play across Arts Award the Thurrock region, we may be able to run a bespoke version of the CPD at High House the UK. Production Park, Purfleet.

114 RETURN TO CONTENTS RETURN TO KS MATRIX 115 At the National Theatre we make world-class DATES, LOCATION AND FORMAT • Develop their transferable skills for The online course consists of eight lesson theatre that is entertaining, challenging and employment and further study including plans focusing on elements like stagecraft inspiring, and we make it for everyone. The Each school or college will establish a self-management, team working and and dialogue. Each of these sessions work the National Theatre produces appeals student group of approximately 6–12 communication, application of literacy, features a range of writing exercises, to the widest possible audiences with participants. The project runs from problem solving, independence and short films with writers talking about their new plays, musicals, re-imagined classics September 2021–July 2022. Schools critical engagement with subject material experience, audio recordings and written and new work for young audiences. Our can apply online here. script extracts for students to explore. extensive Learning programme offers talks, CROSS-CURRICULAR LINKS events and workshops for people of all ages, PROJECT SCHEDULE Teachers are prepared at the CPD, ready to and reaches nationwide through various Most applicable for English and Drama, but go back into school and use these resources • September 2021: Virtual CPD for programmes. New Views can be run by any teacher as the with their students. participating teachers, either on 16, 22 or project generally sits outside of curriculum 29 September ABOUT THE PROJECT time. COST

• October 2021: Mentoring playwrights New Views is the National Theatre’s (NT) We have had experiences of schools using £300 visit schools to deliver one introductory annual playwriting programme for 14 the project to explore particular subject workshop NEW VIEWS to 19-year-olds. Every year, hundreds of areas or themes – with the young people RECOMMENDED students from across the UK learn about writing about those when they write their • November 2021: schools visit the NT or playwriting from some of the finest writers in plays. This offer could complement the following: their local theatre to see a production the industry and write their own 30-minute • Breakin’ Convention: Hip Hop Workshops plays. This could be an important local issue or • February 2022: students submit first personal issue (working alongside PHSE for • Trestle: Unmasking Wellbeing drafts of scripts to the NT • Creative Blast: Student Voice CPD One play will then be selected to be example), or plays that might explore an produced at the NT with a professional cast aspect of history, or it could be something to • March 2022: playwrights visit schools for and crew, alongside rehearsed readings of do with climate change and the environment a second time to give students one-on- ‘...My confidence in my writing has the shortlisted plays. (working with geography). The important one feedback on their work thing is that the young people are able to grown tremendously due to the The online course, written by playwright write about something that is important to New Views Programme and I am so • April 2022: students submit final drafts Jemma Kennedy, is accessible to everyone, them or interests them specifically. grateful to have been able to take of scripts to the New Views competition but participating schools and colleges have part in it’ the unique benefit of in-school workshops TEACHER COMMITMENT AND TRAINING • June 2022: winning and shortlisted plays with professional writers, tickets to National announced Theatre productions or NT Live broadcasts, Virtual CPD over two or three evenings at CPD for teachers, support from the National the beginning of the project. Teachers would • July 2022: New Views Festival at the NT, Theatre Learning Department and entry into then be required to set up and run regular including performances and rehearsed the New Views playwriting programme. writing group sessions in school (generally

readings of shortlisted and winning plays KS4 NATIONAL THEATRE NATIONAL once a week/once a fortnight October– SUITABILITY February). LEARNING OUTCOMES New Views is aimed at KS4–5. WHAT HAPPENS AT THE END? • Students will: explore their talent and sharpen their approach to research, as Both younger and older students may take A festival of performances and rehearsed KS5 part at the schools discretion. New Views is well as their ability to develop and readings at the National Theatre in July, also suitable for SEND students. articulate ideas on key ethical questions which is open to all participating schools. and dilemmas This project can also be used as part of Arts • Develop a sense of connection to the RESOURCES AND SUPPORT

Award or an EPQ. arts, a lifelong enthusiasm for theatre and SEND an understanding of the power of theatre The online course can be found via to engage audiences in serious debate new-views.tv

116 RETURN TO CONTENTS RETURN TO KS MATRIX 117 118 RETURN TO CONTENTS RETURN TO KS MATRIX 119 Punchdrunk Enrichment is a charity that and you discover that the small characters CROSS-CURRICULAR LINKS COST creates transformational theatre for have escaped. Will the students be able to education, community and family audiences. get them back to safety, before it’s too late? A Small Tale: A Teacher-Led Adventure £300 per school (with an option for Their work makes a powerful impact and focuses on writing and storytelling to additional teachers to join the CPD for an takes you on an unforgettable journey. Your class will be tasked with tracing their develop students’ literacy, oracy, and extra £200 per teacher) movements around the school, discovering vocabulary. Originally founded in 2000 by Felix Barrett, sock sleeping bags, stolen pencils and tiny RECOMMENDED Punchdrunk are celebrated as pioneers of a tipis in trees where they have camped out. The CPD day for the project will also new form of theatre in which roaming provide opportunities to use Punchdrunk’s This offer could complement the following: audiences experience epic storytelling The only way to return the characters to the creative principles and ideas to plan inside sensory theatrical worlds. The safety of the book’s pages is to write them a exciting learning experiences for your • Punchdrunk: The Vanishing Land company created award-winning shows story – and time is pressing as they are in students across a range of curriculum areas. • Blackpool Grand Theatre: Story-Led including Sleep No More, Masque of the Red danger out in the world of big people. Resilience CPD Death and Faust. The themes of projects developed in A Small Tale: A Teacher-Led Adventure aims the past in this session by teachers have In 2008 a founding company member, Peter to inspire and develop imaginative teaching included recycling and anti-bullying – the ‘...This project was brilliant. My Higgin established Punchdrunk Enrichment practices for literacy; placing the teacher at focus could be History, Geography, PSHE, colleagues and I were so excited to take the company’s innovative practice the centre of the creativity. Art or Maths. about teaching the lessons, and into communities and schools, creating the resources that were provided A SMALL TALE performances and workshops with and for SUITABILITY TEACHER COMMITMENT AND TRAINING were outstanding!...

children, young people, families and KS1 communities.Today Punchdrunk Enrichment Suitable for Years 1–4, KS1 only. • Attendance at initial CPD is an independent charity dedicated to • Delivery of project in school across six This project had a big impact on literacy lessons creating experiences for as wide an One teacher and their class (or several reluctant writers, I had pages of audience as possible. classes within a year group if delivered • Completion of project evaluation writing from children who usually

PUNCHDRUNK simultaneously). ABOUT THE PROJECT WHAT HAPPENS AT THE END? struggle to put pen to paper.’ DATES, LOCATION AND FORMAT A SMALL TALE The student’s stories successfully entice the This project follows a CPD on Friday 28 characters back to the safety of their book, Trapped inside the pages of a dusty old January 2022, 10.00am – 4.00pm at High with tiny footprints left all over them to book, two tiny people are itching for House Production Park, Purfleet. prove the pair have read them thoroughly. adventure. If you find a book mysteriously You and your class have one final task, ot moved or fallen from the shelves of your Then six sessions (over a period of 1–2 return the book to its original owner… local library, you might wonder if they are weeks) in the Spring or Summer term 2022, near… scheduled and led by the teacher in school. You will be able to develop your own future projects inspired by A Small Tale across a A Small Tale: A Teacher-Led Adventure is a LEARNING OUTCOMES range of curriculum areas at our CPD day. Punchdrunk project, led by the teacher in the classroom. Intrigue begins as you and The project aims to ignite and inspire RESOURCES AND SUPPORT your class read a mysterious old picture students’ passion and motivation for writing book about two mischievous and messy tiny while raising standards in reading, speaking • Detailed teacher instruction pack people with a love of stories. But when you and listening. • Toolkit of handmade props and materials return to the book the following day, you for simple design installations find that their adventures have become Each student will write their own story, • A day by day plan for six literacy lessons surprisingly real. make a map of their school and write a letter over the course of the project. The book’s pages are all blank, except for two sets of tiny footprints…

120 RETURN TO CONTENTS RETURN TO KS MATRIX 121 Punchdrunk Enrichment is a charity that The game unlocks a portal to the lost • Write stories COST creates transformational theatre for island: only the students can save it before education, community and family audiences. it disappears forever… • Collect samples of flora and fauna on a £300 per school for one teacher to attend Their work makes a powerful impact and site visit of your choice (with an option for additional teachers to takes you on an unforgettable journey. WHAT IS A TEACHER-LED ADVENTURE? CROSS-CURRICULAR LINKS join the CPD for an extra £200 each) Originally founded in 2000 by Felix Barrett, Teacher-Led Adventures use immersive Punchdrunk are celebrated as pioneers of a narratives to support teachers to deliver The Vanishing Land: A Teacher Led RECOMMENDED new form of theatre in which roaming curriculum objectives in a magical way. Adventure focuses on local geography and audiences experience epic storytelling inside Students believe they are working and the environment. This offer could complement the sensory theatrical worlds. The company learning for a magical cause and teachers following: created award-winning shows including see their students excel as they work for a The CPD day for the project will also • Punchdrunk: A Small Tale Sleep No More, Masque of the Red Death and greater purpose. provide opportunities to use Punchdrunk Faust. Enrichment’s creative principles and ideas • Blackpool Grand Theatre: Story-Led Resillience CPD SUITABILITY to plan exciting learning experiences for In 2008 a founding company member, Peter your students across a range of curriculum • Kinetika: The Dream Higgin established Punchdrunk Enrichment The Vanishing Land is suitable for Year 5 or areas. to take the company’s innovative practice 6. The delivery of the project will involve ‘...We’re amazed by the children’s into communities and schools, creating one year group and their teachers. TEACHER COMMITMENT AND TRAINING want/need to keep the magic performances and workshops with and for Attendance at initial CPD alive. This is amazing and we won’t children, young people, families and DATES, LOCATION AND FORMAT • communities. Today Punchdrunk Enrichment • Delivery of project in school across forget it... is an independent charity dedicated to Teachers will receive practical training to six lessons creating experiences for as wide an deliver the project: a fun and interactive • Participation in an end of project The class was really switched on evaluation audience as possible. day with hands-on training for delivery on by the project and they still talk

PUNCHDRUNK Friday 14 January 2022, 10.00am – 4.00pm WHAT HAPPENS AT THE END? KS2 ABOUT THE PROJECT at High House Production Park, Purfleet. about it... the myth continues!’ The students are successful and save the THE VANISHING LAND Teachers will learn the principles behind lost island; they are left with a token that Punchdrunk Enrichment's immersive

THE VANISHING LAND will allow the legacy of this project to Take your students on a magical journey in learning programmme, and pick up skills to grow on long into their futures. this local geography and literacy project for create their own projects across a range of primary schools. curriculum areas in the future. RESOURCES AND SUPPORT Long ago in a far away ocean, a beautiful LEARNING OUTCOMES island rose high above the sapphire waters. • Toolkit of handmade props and The sands of the beaches were as white as This project engages students with local materials for simple design installations the snow on the highest mountains and the geography and the environment while that bring the lost island to life in your deep forests crawled with every type of encouraging collaboration, imagination school animal and insect imaginable. But these were and empathy as well as increasing not creatures that live in human memory, for standards in oracy and writing. • A detailed teacher resource pack almost all of them are now gone... including a scheme of work for six local Students will: geography lessons over a period of 1-2 You and your class begin learning about weeks forgotten lands and disappearing • Play a collaborative game together environments. But the discovery of an old • These materials can be used to repeat board game set on a lost island begins an all • Explore their local environment to gain the project for future year groups too real journey into a vanishing land. knowledge of it's natural resources

122 RETURN TO CONTENTS RETURN TO KS MATRIX 123 Punchdrunk Enrichment is a charity that SUITABILITY TEACHER COMMITMENT AND TRAINING ‘...It was a very enjoyable workshop creates transformational theatre for which the students will remember education, community and family audiences. KS3–4 only. We ask for at least one member of teaching Their work makes a powerful impact and staff to be available for the duration of the for a very long time... takes you on an unforgettable journey. DATES, LOCATION AND FORMAT workshop as a participant or active observer. The students have come up with Originally founded in 2000 by Felix Barrett, Each workshop is two hours and thirty WHAT HAPPENS AT THE END? some amazing ideas for the Drama Punchdrunk are celebrated as pioneers of a minutes long and takes place on any Lab performance and are in the new form of theatre in which roaming weekday during term. Students will have a toolkit of devising skills audiences experience epic storytelling that they can use to develop their own process of creating a really inside sensory theatrical worlds. The The workshop will take place in your school immersive performances. immersive and thought provoking company created award-winning shows in a hall or drama studio, as well as response to the stimulus.’ including Sleep No More, Masque of the Red additional ‘spill out’ spaces such as RESOURCES AND SUPPORT Death and Faust. corridors and stairwells. There is a capacity of up to 25 students per workshop. Schools will be sent Punchdrunk: a Guide for In 2008 a founding company member, Peter Teachers and Students which includes follow Higgin established Punchdrunk Enrichment Workshops can be adaptable as either in up lesson ideas and exercises. to take the company’s innovative practice person, blended or virtual delivery. into communities and schools, creating COST performances and workshops with and for LEARNING OUTCOMES children, young people, families and £350 (2.5 hours) communities. Today Punchdrunk During the workshop students will: Enrichment is an independent charity RECOMMENDED dedicated to creating experiences for as • Learn new games and exercises to focus wide an audience as possible. the mind and body This offer could complement the following: PUNCHDRUNK • Flexer & Sandiland: Digital Dance KS3 ABOUT THE PROJECT • Learn devising skills to use in the Workshops development of their own performances PERFORMANCE PRACTICE WORKSHOP • Feel confident to use physical movement This physical performance workshop as a performance language offers a unique insight into Punchdrunk’s KS4 performance practice. • Gain an understanding of Punchdrunk’s creative practice Using Punchdrunk’s unique style, participants will develop their performance • Be given an insight into how site- skills in response to sight and sound. This responsive performance is developed workshop is a must for students who want to develop their physical and non-verbal CROSS-CURRICULAR LINKS devising skills, while exploring the potential of site-sympathetic theatre. The workshop helps students to develop their non-verbal performance skills as well as Led by an experienced Punchdrunk emphasising the importance of collaboration performer and facilitator (The Drowned Man, through group and partner work. Faust, Masque of the Red Death) the workshop will support students to devise The content could be widely applied across a short performance sequence and to see PERFORMANCE PRACTICE WORKSHOP PERFORMANCE PRACTICE the curriculum. their school environment as a dynamic performance space.

124 RETURN TO CONTENTS RETURN TO KS MATRIX 125 SUITABILITY TEACHER COMMITMENT AND TRAINING

KS2-5. • Teachers will be required to provide size and age group of participating students While the workshops will be for smaller, in advance targeted groups (30 maximum), the • The company will require access to a performance is open to all students within suitable space and sound equipment for the full capacity of the space provided. the performance/workshop • Through discussions with the company DATES, LOCATION AND FORMAT prior to the visit, teachers will be asked to highlight an area of focus if desired Dates are available throughout the academic year and sessions take place in school. WHAT HAPPENS AT THE END?

• The performance running time is 50 Students will perform the scenes they have minutes adapted/created to the rest of the group. • Following the performance there is a two-hour workshop for a group of up to Teachers will be provided with a resource 30 students pack including ideas for games and activities that will continue to develop the students’ The way the workshop time is used is performance, listening and teamwork skills. negotiable and will be decided with teachers Included in these packs is contextual depending on the needs of the school. Rendered Retina have been creating highly You can then choose from a range of information regarding the influences of the energetic and playful performance work in workshops below that are tailored to the piece, details of the devising process and LEARNING OUTCOMES Thurrock for the last four years. From fun- show; however, all workshops will develop session plans that will help students create filled adaptations of Shakespeare plays to confidence, critical thinking and problem their own work. contemporary, innovative devised work, their solving through the application of physical • To develop transferable skills in working shows use physical theatre – combined with theatre skills. to a brief, communication, teamwork, RESOURCES AND SUPPORT deliberately restrictive design concepts - to confidence, presentation and leadership create striking visual imagery. BUILDING A CHARACTER • To engage practically with a variety Photographic and video recordings of of tasks that require students to solve the workshop as evidence of student The company have successfully toured We focus on characters from the play, problems based on a scene extract/ participation and for use beyond the session shows around the UK including Edinburgh, looking at how to use facial expressions, characters for self-reflection, peer valuatione or to Brighton and the London Suspense Fringe body language, stance and voice to portray • To apply at least three devising techniques continue developing the piece. festivals. During this time they were awarded them, using hats as a starting point to build introduced in the workshops to create

MACBETH the Les Enfants Terribles Award 2017 and characters. The characters will then be short performances COST both ‘Best Show’ and ‘Best Directed’ at the performed in a scene encouraging learners • To formatively evaluate the work created Scratch Shakespeare Festival. They have also to consider different ways you can convey through the different activities, identifying £500 (performance & two-hour workshop) toured across Europe winning ‘Best Show’ at emotions. We introduce a selection of devices success and areas for development in the Paris International Fringe Festival 2018. learners can use in order to bring their stories both their own and their peers’ work Additional workshop hours can be booked: to life. £150 (additional two hours) ABOUT THE PROJECT • KS2: students will be able to use a £250 (additional four hours) UNPACKING THE CHARACTERS Shakespeare play or their favourite books MACBETH to either identify key themes in an extract RECOMMENDED We explore the characters physically. Using and create short adaptations or identify Rendered Retina are offering schools the clowning techniques, learners will identify key character traits and create those This offer could complement the following: chance to see high-quality, internationally their key traits, relationships and function characters, performing them in a scene renowned theatre - made in Thurrock - in within the play. Learners will develop • Trestle: Unmasking Wellbeing • KS3-5: students will demonstrate an KS2 your school with an opportunity to work with monologue and performance skills through understanding of the characters and • Commedia Co: Masked Comedy a professional company. understanding subtext. key themes in a chosen scene, using this • Royal Shakespeare Co: Primary/ understanding to identify key moments, Secondary Shakespeare CPDs UNPACKING THE SCENES The offer includes a performance and and create their own adaptations through bespoke workshop designed to create an

application of a practitioner’s methods ‘...Truly excellent, what a talented KS3 environment in which learners can develop Based on a scene from Macbeth, students trio. Shakespeare would be proud.’ skills and devise their own work, focusing on will identify key themes and how they can be CROSS-CURRICULAR LINKS performance skills specialised in by the seen at particular moments in the text. Using

RENDERED RETINA company. various performance devices they will then • ENGLISH: Students will get to see a highlight the moments through performance

theatrical adaptation of a Shakespeare KS4 The performance offered is Macbeth - a – creating short adaptations. play helping them to understand the use lively, chaotic and comedic adaptation of of language and themes within the text Shakespeare’s great classic, taking influence SHAKESPEARE IN STYLE from Jacques Lecoq, Bertolt Brecht and • HISTORY: The origins of theatre and the Kneehigh. The piece aims to engage learners Focusing on a specific practitioner (decided changing way stories were told. Students will gain an insight into the Elizabethan with Shakespeare’s work and serve as an by the teacher) students will create short KS5 example of how to adapt an extract in the adaptations of scenes from Shakespeare era, how Shakespeare’s plays were style of a practitioner. It encourages creativity plays, exploring how the methodologies of informed by society at the time and how and challenges learners to think about the practitioner are used to create material language was used during the period presenting information in new ways. The and affect the final outcome. • MUSIC: Students can be introduced show is extremely accessible and makes the to using music to develop scenes, to language easy to understand. highlight character traits

126 RETURN TO CONTENTS RETURN TO KS MATRIX 127 performance is open to all students within • The company will require access to a the full capacity of the space provided. suitable space and sound equipment for the performance/workshop DATES, LOCATION AND FORMAT • Through discussions with the company prior to the visit, teachers will be asked to Dates are available throughout the academic highlight an area of focus if desired year and sessions take place in the school. WHAT HAPPENS AT THE END? • The performance running time is 50 minutes Students will perform the scenes they have • Following the performance – two- adapted/created to the rest of the group. hour workshop for a group of up to 30 students Teachers will be provided with a resource pack including ideas for games and activities Please note, the way the allocated workshop that will continue to develop the students’ time is used is negotiable and will be decided performance, listening and teamwork skills. through discussion with teachers depending Included in this pack is contextual on the needs of the school. information regarding the influences of the piece, details of the devising process and LEARNING OUTCOMES session plans that will help students create their own work. • To develop transferable skills in working RESOURCES AND SUPPORT Rendered Retina have been creating highly show; however all workshops will develop to a brief, communication, teamwork, energetic and playful performance work in confidence, critical thinking and problem confidence, presentation and leadership Photographic and video recordings of Thurrock for the last four years. From fun- solving through the application of physical • To engage practically with a variety the workshop as evidence of student filled adaptations of Shakespeare plays to theatre skills. of tasks that require students to solve participation and for use beyond the session contemporary, innovative devised work, their problems based on a scene extract/ for self-reflection, peer valuatione or to shows use physical theatre – combined with BUILDING A CHARACTER characters continue developing the piece. deliberately restrictive design concepts - to • To apply at least three devising techniques create striking visual imagery. We focus on characters from the play, introduced in the workshops to create COST looking at how to use facial expressions, short performances The company have successfully toured body language, stance and voice to portray • To formatively evaluate the work created £500 (performance and two-hour workshop) shows around the UK including Edinburgh, them, using hats as a starting point to build through the different activities, identifying Brighton and the London Suspense Fringe characters. The characters will be performed success and areas for development in Additional workshop hours can be booked: festivals. During this time they were awarded in a scene encouraging learners to consider both their own and their peers’ work the Les Enfants Terribles Award 2017 and different ways to convey emotions, the £150 (additional two hours) both ‘Best Show’ and ‘Best Directed’ at the consequences of actions and appropriate • KS2: students will be able to use a £250 (additional four hours) Scratch Shakespeare Festival. They have also ways to react. Shakespeare play or their favourite books toured across Europe winning ‘Best Show’ at to either identify key themes in an extract RECOMMENDED the Paris International Fringe Festival 2018. UNPACKING THE CHARACTERS and create short adaptations or identify key character traits and create those This offer could complement the following: ABOUT THE PROJECT We explore the characters physically. Using characters, performing them in a scene • Trestle: Unmasking Wellbeing clowning techniques, learners will identify • KS3-5: students will demonstrate an TIMON OF ATHENS • Commedia Co: Masked Comedy their key traits, relationships and function understanding of the characters and • Royal Shakespeare Co: Primary/ within the play. Learners will develop key themes in a chosen scene, using this Secondary Shakespeare CPDs Rendered Retina are offering schools the monologue and performance skills through understanding to identify key moments, chance to see high-quality, internationally understanding subtext. and create their own adaptations through TIMON OF ATHENS renowned theatre - made in Thurrock - in application of a practitioner’s methods ‘...Truly excellent, what a talented KS2 your school with an opportunity to work with UNPACKING THE SCENES trio. It had it all- verbal, physical a professional company. CROSS-CURRICULAR LINKS and musical comedy with serious Based on a scene from Timon of Athens The offer includes a performance and students will identify key themes and how bits too. Shakespeare would be • ENGLISH: Students will get to see a bespoke workshop designed to create an they can be seen at particular moments in the proud’

theatrical adaptation of a Shakespeare KS3 environment in which learners can develop text. Using various performance devices they play helping them to understand the use skills and devise their own work, focusing on will then highlight the moments through of language and themes within the text performance skills specialised in by the performance – creating short adaptations. • : The origins of theatre, the RENDERED RETINA company. HISTORY SHAKESPEARE IN STYLE changing way stories were told and the The performance offered is Timon of Athens role of physical theatre throughout the KS4 - a lively, chaotic and comedic adaptation Focusing on a specific practitioner (decided ages. Students will gain an insight into the of Shakespeare’s least-known play, taking by the teacher) students will create short Elizabethan era, how Shakespeare’s plays influence from Jacques Lecoq, Bertolt Brecht adaptations of scenes from Shakespeare were informed by society at the time and and Kneehigh. The piece aims to engage plays, exploring how the methodologies of how language was used during the period • learners with Shakespeare’s work and serve the practitioner are used to create material MUSIC: Students can be introduced to KS5 as an example of how to adapt an extract and affect the final outcome. using music to develop scenes and to in the style of a practitioner. It encourages highlight character traits creativity and challenges learners to think SUITABILITY about presenting information in new ways. TEACHER COMMITMENT AND TRAINING You can then choose from a range of KS2-5 only. While the workshops will be for workshops below that are tailored to the smaller, targeted groups (30 maximum), the • Teachers will be required to provide size and age group of students in advance

128 RETURN TO CONTENTS RETURN TO KS MATRIX 129 From our theatres in the heart of With play and shared discovery as central • Teachers will develop a toolkit of RESOURCES AND SUPPORT Shakespeare’s home town, Stratford-upon- elements of our approach, we will introduce inclusive ideas they can take back in to Avon, Royal Shakespeare Company (RSC) ways of sharing Shakespeare’s stories, school and which will help them All participants will receive a detailed perform Shakespeare's plays, as well as characters and language that can support differentiate effectively according to resource pack summarising all approaches works by his contemporaries and plays by the language development of the children the needs of the children they teach used, within two weeks of the end of the today’s writers. you teach. course. • They will learn activities that will Our mission is for as many people as This CPD will include: develop the child’s creativity and There will also be advice on suitable free possible to access theatre at its best, and so language skills • Strategies rooted in experiential resources that are available, and information we reach the widest possible audience learning provided on other ways schools can work through touring and residencies, live CROSS-CURRICULAR LINKS with the RSC. broadcasts, online activity, making our • Exploring a story by imagining and theatres accessible, and of course our Shakespeare’s plays open up a vast range inhabiting different human COST Learning work, which is fundamental to us. of links to other areas of the National experiences along with the Curriculum that teachers could explore in £60 per teacher characters EYFS Schools are where most of us meet the classroom. Examples include: Shakespeare for the first time. If children and RECOMMENDED young people encounter him with a teacher • Work that uses drama to engage children in speaking; listening and • LITERACY: developing oracy and who is passionate about his work and enjoys writing skills This offer could complement the following: the challenges it offers, those young people responding; group discussion and interaction • Rendered Retina: Timon/Macbeth

are likely to experience Shakespeare as KS1 Depending on the play being studied, other something that brings insight, enjoyment, The material covered can also include • ROH Create and Dance: Romeo and and discovery. Working with teachers to themes may arise which have links to other Juliet approaches to Shakespeare for the benefit National Curriculum subjects. develop and sustain this passion is central to of students with SEN, looking at ways of the RSC’s mission. ‘I learned how to differentiate teaching Shakespeare that break down TEACHER COMMITMENT AND TRAINING barriers; and honour, support and celebrate to pupils of varying weaknesses Our CPD days are led by learning specialists the needs and attributes of all students. Teachers must take time to reflect on the and strengths and how turn from RSC. We use theatre-based approaches current use of Shakespeare within their complicated ideas into from RSC rehearsal rooms to open up and SUITABILITY school/class, the aims and goals for the CPD, explore Shakespeare’s plays for children and understandable chunks...’s and the outcomes they would like to achieve young people, from early years to KS5. EYFS practitioners and KS1 teachers. We through attendance. can accommodate teachers new to Each year we reach more than 1,200 schools Shakespeare and those who have some Teachers will be expected to attend the and 500,000 children and young people familiarity but want to develop knowledge, full day and fully engage in best practice through our education work. confidence and skills. discussions and any practical activities. ABOUT THE PROJECT DATES, LOCATION ANDFORMAT WHAT HAPPENS AT THE END? INTRODUCING SHAKESPEARE AT EYFS & Interactive CPD day, Thursday 11 November Teachers will be encouraged to use and IN THE PRIMARY CURRICULUM 2021, 9.30am-3.30pm, High House reflect on the approaches learnt, any impact Production Park, Purfleet. they have had on students, and their In this specially designed course for EYFS

EYFS/PRIMARY SHAKESPEARE EYFS/PRIMARY suitability/adaptability within their and KS1 practitioners, teachers will explore LEARNING OUTCOMES classroom and to other areas of the tried and tests strategies for introducing Curriculum. Shakespeare’s work at EYFS and in the Teachers will take away strategies for primary curriculum. using structured play to introduce and

explore Shakespeare’s stories and SEND ROYAL SHAKESPEARE CO. ROYAL language

130 RETURN TO CONTENTS RETURN TO KS MATRIX 131 DATES, LOCATION AND FORMAT WHAT HAPPENS AT THE END?

Full CPD day, Friday 12 November 2021, Teachers will be encouraged to use and 9.30am-3.30pm, High House Production reflect on the approaches learnt, any impact Park, Purfleet. they have had on students, and their suitability/adaptability within their LEARNING OUTCOMES classroom and to other areas of the Curriculum. • Teachers will develop confidence, skills RESOURCES AND SUPPORT and knowledge in the teaching of Shakespeare to secondary students All participants will receive a detailed resource pack summarising all approaches • Teachers will develop a toolkit of inclusive used, within two weeks of the end of the ideas they can take back in to school course. to help them differentiate effectively, providing a suitable level of challenge for There will also be advice on suitable free all learners resources that are available, and information provided on other ways schools can work • Teachers will learn activities that will with the RSC. develop students’ creativity and the transfer of creative ideas to their writing COST

From our theatres in the heart of The course will use theatre-based • Can contribute to raising standards of £60 per teacher Shakespeare’s home town, Stratford-upon- approaches to introduce the world of the literacy, use of vocabulary and Avon, Royal Shakespeare Company (RSC) play as well as approaches to close reading communication skills RECOMMENDED perform shakespeare's plays, as well as and analysis of key scenes and speeches. It works by his contemporaries and plays by will particularly focus on inclusive practices, • Other benefits through immersive This offer could complement the following: today’s writers. equipping teachers with the tools to exploration of text include problem recognise and challenge the racism that we solving, effective questioning and team • Rendered Retina: Macbeth Our mission is for as many people as find in the plays. working • Rendered Retina: Timon of Athens possible to access theatre at its best, and so • ROH Create and Dance: Romeo and Juliet we reach the widest possible audience The CPD will include: • Experiencing CPD with us can be used as through touring and residencies, live • Building the foundations: ensuring your evidence towards joining the RSC broadcasts, online activity, making our Certificate in Teaching Shakespeare – ‘...Thank you for a really hands theatres accessible, and of course our students are ready to engage with Shakespeare’s plays Intermediate Level Course. on, energetic, as well as details Education work, which is fundamental to us. training day. I really enjoyed it... CROSS-CURRICULAR LINKS Schools are where most of us meet • Creating the world of the play: ways Great ways of introducing Romeo Shakespeare for the first time. If children and of introducing or building an existing and Juliet and interactive ways Shakespeare’s plays open up a vast young people encounter him with a teacher knowledge of the play range of links to other areas of the of reading the story for pupil who is passionate about his work and enjoys National Curriculum that teachers could engagement.’ s the challenges it offers, those young people • Close reading/analysis of a particular explore in the classroom. are likely to experience Shakespeare as speech or scene something that brings insight, enjoyment, Depending on the play being studied, other and discovery. Working with teachers to • Exploring the language; ways of helping themes may arise which have links to other develop and sustain this passion is central to students access Shakespeare’s language National Curriculum subjects. the RSC’s mission. • Practical advice around transferability of TEACHER COMMITMENT AND TRAINING Our CPD days are led by learning specialists approaches to other plays and learners from RSC. We use theatre-based approaches Teachers must take time to reflect on the from RSC rehearsal rooms to open up and • Ideas on adapting approaches to current use of Shakespeare within their explore Shakespeare’s plays for children and different characters or learning spaces school/class, the aims and goals for the young people, from early years to KS5. CPD, and the outcomes they would like to KS3 SUITABILITY achieve through attendance. Teachers will Each year we reach more than 1,200 schools be expected to attend the full day and fully and 500,000 children and young people Secondary teachers of English Language engage in best practice discussions and through our education work. and Literature, Drama or Performance in any practical activities. KS3-4. We can accommodate teachers new ABOUT THE PROJECT to Shakespeare and those who have some KS4

SHAKESPEARE & RACE CPD familiarity but want to develop knowledge, TURNING THE TIDE OF TEACHING confidence and skills. SHAKESPEARE The material covered can also include In this new course for secondary English or approaches to Shakespeare for the benefit Drama teachers, we will explore ways of of students with SEN, looking at ways of working that ensure your students are ready teaching Shakespeare that break down to engage with Shakespeare as a writer with barriers; and honour, support and celebrate contemporary relevance to our world today. the needs and attributes of all students. SEND ROYAL SHAKESPEARE CO. ROYAL

132 RETURN TO CONTENTS RETURN TO KS MATRIX 133 Signals is a centre for creative digital PHYSICAL COMPUTING Their sensors allow them to become RECOMMENDED learning who specialise in film education, pedometers, so this offer is also great for digital art and use media production for Take coding off the screen and into the real sports days or PE activities. This offer could complement the following: social, learning and creative outcomes. world with physical computing, where we’ll • Flexer & Sandliland: Digital Traces Based in Colchester, Essex, Signals is a multi- use existing coding skills in new and exciting Microbits can also be used as wireless Workshop award-winning arts and education charity ways with the Microbit computer. controllers for Scratch games, allowing them • Signals: Wellbeing Video Games that provides courses, workshops and to augment anything thats made in scratch projects across the region. SUITABILITY to become wirelessly controlled.

Using digital art to introduce young people KS2-5 and SEND. TEACHER COMMITMENT AND TRAINING to topics such as STEM, Literacy, History and ‘...I really enjoyed the workshops even Wellbeing, Signals have many years’ DATES, LOCATION AND FORMAT Additional computers may be required for and am keen to learn more about experience of delivering bespoke creative larger class sizes (e.g access to a computer Microbits... digital education projects and workshops Bookings are available weekdays from suite). from KS2 to KS4. 9.00am – 5.00pm and last two hours with a One of the girls bought herself the

SIGNALS maximum of 30 students. Teachers are encouraged to participate Recently Signals have made video games alongside students and engage in their own starter kit the next day! She about Colchester’s Roman heritage with A full day booking can either be one class CPD. brought it into school today to more than fifty oungy people, and are for a whole day, or multiple two-hour show me how she had currently building an interactive exhibition workshops for different groups. WHAT HAPPENS AT THE END? programmed it, several other girls based on communication technology through workshops in Basildon with schools Workshops will take place virtually only, Students are able to continue developing have borrowed one from the and community groups. with a thorough introduction to accessing their microbit projects by visiting any Essex library over the weekend the LIVE workshop sent in advance. Library where microbits are available to too! ...They have certainly been ABOUT THE PROJECT loan. inspired!’ LEARNING OUTCOMES KS2 Signals educate and inspire students to RESOURCES AND SUPPORT become digital creators rather than just Students will: consumers, increasing their understanding of Lesson plans and links to equipment used • Understand basic programming and participation in digital art and its vast techniques such as inputs, outputs and can be provided on request. array of applications.

‘ifs’ KS3 COST Technology can spark debate, inspire and • Understand how to problem solve motivate participants and Signals have had £300 (two hours) great success and experience of working £500 (full day) with disadvantaged and hard to reach • Discover how to fix programming bugs

groups, especially to help raise awareness with creative solutions KS4 and engagement around certain topics. • Programme a Microbit computer A Digital Playground Games full or half day covers the following elements and is • Design, code and test their own custom DIGITAL PLAYGROUND GAMES PLAYGROUND DIGITAL

delivered virtually throughout. LED artwork KS5

PROGRAMMING CROSS-CURRICULAR LINKS

Learn to program the Microbit, a small credit Computer programming skills such as

card sized computer, to make light-up name events, actions, conditions, functions and SEND badges and games the whole class can play variables. together such as; Rock Paper Scissors!

134 RETURN TO CONTENTS RETURN TO KS MATRIX 135 Signals is a centre for creative digital Stop motion animation is animation that is CROSS-CURRICULAR LINKS RECOMMENDED learning who specialise in film education, captured one frame at time, with physical digital art and use media production for objects that are moved between frames. Storytelling through stop-motion animation This offer could complement the following: social, learning and creative outcomes. When you play back the sequence of images can be linked to any curriculum topic as a • Into Film: Literacy through Film CPD Based in Colchester Essex, Signals is a multi- rapidly it creates the illusion of movement. way of embedding learning. award-winning arts and education charity • Punchdrunk: A Small Tale that provides courses, workshops and Using a range of materials such as paper, For example, visualising creative writing, • ChickenWired: Sustainable Sculpture projects across the region. card or found objects, students will create a re-creating a historical event or explaining a short animated film with animation software scientific act.f ‘...We had a lot of really enthused Using digital art to introduce young people and miniature cameras. students in the school who were to topics such as STEM, Literacy, History and TEACHER COMMITMENT AND TRAINING even Wellbeing, Signals have many years’ This practical workshop, delivered virtually, eager to continue their animation experience of delivering bespoke creative can be linked to any school topic or theme, Teachers are invited to highlight topics work after the sessions’ digital education projects and workshops such as animating a historical event or a which can be used as the basis for animation from KS2 to KS4. scene from a set text. and must be committed to planning to

SIGNALS ensure the best possible outcomes for Recently Signals have made video games SUITABILITY students. about Colchester’s Roman heritage with more than fifty young people, and are KS2–5 and SEND. Teachers are encouraged to participate currently building an interactive exhibition alongside students and engage in their own based on communication technology DATES, LOCATION AND FORMAT CPD. through workshops in Basildon with schools and community groups. Bookings are available weekdays from WHAT HAPPENS AT THE END? 9.00am – 5.00pm and last two hours with a ABOUT THE PROJECT maximum of 30 students. The individual animations will be combined into a single film yb Signals, which the KS2 Signals educate and inspire students to A full day booking can either be one class for school is welcome to share. become digital creators rather than just a whole day, or multiple two-hour workshops consumers, increasing their understanding of for different groups. RESOURCES AND SUPPORT and participation in digital art and its vast array of applications. Workshops will take place virtually only, with Lesson plans and links to equipment used a thorough introduction to accessing the can be provided on request. KS3 Technology can spark debate, inspire and LIVE workshop sent in advance. motivate participants and Signals have had COST great success and experience of working LEARNING OUTCOMES with disadvantaged and hard to reach £300 (two hours) STOP-MOTION ANIMATION STOP-MOTION groups, especially to help raise awareness Students will: £500 (full day) KS4 and engagement around certain topics. • Be able to list the steps in making a STOP-MOTION ANIMATION stop-motion animation

With practitioner support, students can • Demonstrate knowledge of video editing KS5 make miniature sets and characters – software and stop motion animation animating their own short film. If you can techniques imagine it, we’ll help you animate it! • Further develop their planning and

storyboarding skills SEND

136 RETURN TO CONTENTS RETURN TO KS MATRIX 137 Signals is a centre for creative digital Students will use the free game design CROSS-CURRICULAR LINKS RECOMMENDED learning who specialise in film education, software Construct 3, or Scratch, to program digital art and use media production for their own video games which use emotions Computer programming skills such as This offer could complement the following: social, learning and creative outcomes. as power-ups to overcome obstacles and events, actions, conditions, functions, • Into Film: Literacy through Film CPD Based in Colchester, Essex, Signals is a multi challenges. variables. digital art and design, including award winning arts and education charity character design, scenery design • Punchdrunk: A Small Tale that provides courses, workshops and Anger could become a way of speeding past and level design. • Signals: Digital Playground Games projects across the region. obstacles, fear a way of sneaking under them and excitement a way of jumping over them! PSHE topics focus on The Five Ways ‘...Thank you for visiting us Using digital art to introduce young people to wellbeing; Connect, be active, yesterday, the children hadn’t to topics such as STEM, Literacy, History and Students design their own game levels, take notice, learn and give. even Wellbeing, Signals have many years’ finding exciting ways to show how it’s stopped talking about it and were experience of delivering bespoke creative healthy to acknowledge our emotions and TEACHER COMMITMENT AND TRAINING so excited to go home and try digital education projects and workshops even use them to our advantage. Scratch out again’ from KS2 to KS4. Additional computers maybe required for SUITABILITY SIGNALS larger class sizes (e.g access to a computer Recently Signals have made video games suite). about Colchester’s Roman heritage with KS2–5 and SEND. more than fifty oungy people, and are Teachers are encouraged to participate currently building an interactive exhibition DATES, LOCATION AND FORMAT alongside students and engage in their own based on communication technology CPD. through workshops in Basildon with schools Bookings are available weekdays from and community groups. 9.00am – 5.00pm and last two hours with a WHAT HAPPENS AT THE END? maximum of 30 students. ABOUT THE PROJECT Students are able to continue developing A full day booking can either be one class their video games in their own time or in the KS2 Signals educate and inspire students to for a whole day, or multiple two-hour classroom with Scratch or Construct 3. become digital creators rather than just workshops for different groups. consumers, increasing their understanding of RESOURCES AND SUPPORT and participation in digital art and its vast Workshops will take place virtually only, with array of applications. a thorough introduction to accessing the Lesson plans and links to equipment used LIVE workshop sent in advance. can be provided on request. KS3 Technology can spark debate, inspire and motivate participants and Signals have had LEARNING OUTCOMES COST great success and experience of working with disadvantaged and hard to reach Students will: £300 (two hours) KS4 WELLBEING VIDEO GAMES groups, especially to help raise awareness £500 (full day) and engagement around certain topics. • Understand basic programming techniques such as behaviours, variables, WELLBEING VIDEO GAMES events and actions • Understand how to problem solve and

The concept of wellbeing comprises two fix programming bugs with creative KS5 main elements: feeling good and functioning solutions well. In this virtual workshop students will • Program a 2D game in Scratch or learn The Five Ways to mental wellbeing Construct 3 through making video games – encouraging • Design, code and test their own custom them to make positive lifestyle choices for game levels SEND their mental and physical health.

138 RETURN TO CONTENTS RETURN TO KS MATRIX 139 At SparkedEcho we want a community composition, linking it to local history and CROSS-CURRICULAR LINKS COST rooted in new music encounters – more literature. connected, healthier and creative. Our MUSIC £540 vision is that everyone, regardless of their During the workshop there will be a live background, enjoys the benefits of new demonstration, unpicking the elements of a Composing, examining classic works, RECOMMENDED music experiences. folksong and exploring classic works. singing, performing, recording This offer could complement the following: Based in Medway, Kent, we produce unusual Students will be busy creating a new song MATHS • Bang & Smash Music: Song Creation & live events, interactive installations, digital directly inspired by the local newspaper, Production learning resources and inclusive workshops. taking part in activities to uncover Exploring musical tempo, bars, beats in • Thurrock Music Services: Sound composition; use of key, tempo, time and rhythm Education Our work has seen older people singing on arrangement options. • Thurrock Music Services: How to Lead HISTORY trains in Sittingbourne, teenagers composing Singing in School video game music in Hastings and visually Lyric writing and vocal delivery techniques impaired people experiencing a live opera will be achieved through activities that Links to daily newspapers through time puzzle in Chatham. overcome any writer’s block. ‘...To spend the day writing a folk ENGLISH LANGUAGE AND LITERATURE song with Naomi and Paul, along ABOUT THE PROJECT By the end of the workshop the group will with being around their talent was have a recording and group performance Creative writing, prose, developing lyrics, so humbling and inspiring.’ SparkedEcho oversee projects looking to of the finished song eadyr to share with an storytelling through song develop new approaches in arts education. audience. With expertise in performing arts and TEACHER COMMITMENT AND TRAINING creative media, we work with artists, schools, SUITABILITY universities and community venues. No prior training required. This workshop is targeted at KS3-4. Naomi Bedford and Paul Simmonds are a Teachers are requested to attend the critically-acclaimed folk duo (vocals and DATES, LOCATION AND FORMAT workshop with students, as this can also SPARKEDECHO guitar), recently nominated for a BBC Radio form part of their own CPD. 2 Folk Award. Naomi has collaborated with Bookings are available across the year and Orbital and Justin Currie (Del Amitri), whilst take place over a full day (two x three-hour WHAT HAPPENS AT THE END? Paul is also the principal songwriter in The sessions) in-school, with a group of 8-12 Men They Couldn’t Hang. students and teachers can taking part. Teachers can invite a selected audience to KS3 the concluding live performance. They run folk songwriting workshops across LEARNING OUTCOMES the UK, and Naomi is a trained Arts Award An audio or video recording of the song will Advisor at Bronze and Silver. By the end of the session, students and be made for future sharing in the school. teachers will be able to: KS4 FOLK SONGWRITING: An end of session reflection/evaluation will DAILY NEWS • Recognise key folk music works also be undertaken and shared.

Co-write, record and perform a new folk • Recall folk music compositional and lyric RESOURCES AND SUPPORT song with duo Naomi and Paul. Lyrics and writing techniques music will be inspired by stories in the day’s Teachers will be provided with sheets local newspaper. including the chords and lyrics of the songs • Reflect on the process of co-writing and recording a folksong written, as well as links to external folk music This practical workshop is a must for learning resources. students and teachers interested in FOLK SONGWRITING: DAILY NEWS NEWS DAILY FOLK SONGWRITING: developing skills in songwriting, lyrics and

140 RETURN TO CONTENTS RETURN TO KS MATRIX 141 At SparkedEcho we want a community You will also learn how to conduct a CROSS-CURRICULAR LINKS COST rooted in new music encounters – more video game orchestra and create sound- connected, healthier and creative. Our storytelling. MUSIC £40 per teacher vision is that everyone, regardless of their background, enjoys the benefits of new There will be time to create and try out Exploring composition techniques, RECOMMENDED music experiences. your own sonic activity with the group, be technology, recording, sequencing, looping, inspired by a series of activity ideas and beatboxing This offer could complement the following: Based in Medway, Kent, we produce unusual reflect on oury developing teaching practice. • Bang & Smash Music: Sound Creation & live events, interactive installations, digital MATHS Production learning resources and inclusive workshops. SUITABILITY Counting time, bars, beats in rhythm • Flexer & Sandiland: Digital Dance Our work has seen older people singing on Teachers at KS1-5 only. programming trains in Sittingbourne, teenagers composing ICT video game music in Hastings and visually DATES, LOCATION AND FORMAT ‘...Do not change anything - the impaired people experiencing a live opera Using mobile devices, Apps, speakers, puzzle in Chatham. We are excited to present this unique microphones in the classroom dedicated sessions were great, opportunity for training onboard LV21. giving enough time to really ABOUT THE PROJECT Docked in Gravesend, LV21 is a two minute TEACHER COMMITMENT AND TRAINING play and learn about the music walk from the Tilbury Ferry arrival dock, technology we were using.’ SparkedEcho oversee projects looking to making the venue easily accessible for No prior training required. However, teachers

develop new approaches in arts Thurrock Schools. are required to bring a mobile device (phone KS1 education. With expertise in performing arts or tablet), with a voice recorder app and creative media, we work with artists, Training will take place on Wednesday pre-installed. schools, universities and community venues. 10 March 2022, 1.30pm - 5.30pm LV21, Gravesend, Kent. Teachers are also required to sign up to the Kevin Grist is an experienced arts producer, free online Soundtrap software. KS2 musician and workshop leader focusing on LEARNING OUTCOMES SPARKEDECHO music technology as a tool for live WHAT HAPPENS AT THE END? performance and composition. By the end of the session, teachers will be able to: Reflective practice will be encouraged and He is Co-Director at SparkedEcho and used all workshop activities will be videoed and KS3 to work at Arts Council England. He has a • Identify how to utilise existing and low- shared on a blog/shared space to refer to degree in Music Production, a PGCE and is cost technology in the classroom to post-CPD and to keep an ongoing dialogue SONIC CLASSROOM CPD SONIC CLASSROOM an Arts Award Advisor. create music and sound-based activity with Kevin for any questions.

SONIC CLASSROOM CPD • Confidently deliver sound-based RESOURCES AND SUPPORT activities, warmers and games KS4 A unique CPD opportunity where teachers A teacher resource pack will be provided will be supported to embed mobile music featuring sample activities, links to free • Peer reflect on the effectiveness of their technology into their classroom practice own sound-based activities, warmers and and low costs music apps, a suggested across the curriculum. Music technologist games equipment list and further training ideas.

Kevin will take teachers through a series KS5 of activities to inspire and help them be • Consider how to apply music technology creative with existing tech already to hand. into their own teaching practice and the wider curriculum You will try out live looping using the Loopy

HD App, use the Soundtrap web sequencer, SEND and layer sound on voice recorders.

142 RETURN TO CONTENTS RETURN TO KS MATRIX 143 At SparkedEcho we want a community telling stories – on TV, video games and CROSS-CURRICULAR LINKS RESOURCES AND SUPPORT rooted in new music encounters – more theatre. They will also have a go at live connected, healthier and creative. Our composing for a video game. MUSIC All audio equipment is provided by vision is that everyone, regardless of their SparkedEcho. However, teachers are asked background, enjoys the benefits of new In addition, outside and inside listening Listening and identifying skills, sounds, to provide a video projector for use and music experiences. exercises (inclusive for those with hearing music for games and TV access to a dedicated space for the full six impairments) are part of students’ hours. Based in Medway, Kent, we produce unusual undertaking field recording and collecting SCIENCE live events, interactive installations, digital sounds. COST learning resources and inclusive workshops. Sound waves, vibrations, wider links to Explore mobile recording technology, Physics £270 Our work has seen older people singing on including iPads, Apps and phone recorders trains in Sittingbourne, teenagers composing to layer and sync sounds to an excerpt from LITERACY RECOMMENDED video game music in Hastings and visually a story. impaired people experiencing a live opera Reading and creative storytelling This offer could complement the following: puzzle in Chatham. To conclude, students will take part in a • National Theatre: Let’s Play final live immersive performance, using DRAMA • SparkedEcho: Sonic Classroom ABOUT THE PROJECT spoken word, soundscapes in surround and CPD triggered effects, asking the audience to Setting a scene and adding atmosphere • Punchdrunk: The Vanishing Land SparkedEcho oversee projects looking to close their eyes and bring stories to life. through sound develop new approaches in arts KS1 education. With expertise in performing arts SUITABILITY ICT ‘...Combined with the interactive, and creative media, we work with artists, sensory elements of the schools, universities and community venues. This workshop is targeted at KS1-2 and Using recording devices, speakers, performance, I really found myself SEND. microphones Kevin Grist is an experienced arts producer, engaged on a whole other level.’ KS2 musician and workshop leader focusing on DATES, LOCATION AND FORMAT TEACHER COMMITMENT AND TRAINING SPARKEDECHO music technology as a tool for live

STORY SOUNDSCAPE SOUNDSCAPE STORY performance and composition. Bookings are available across the year. This No prior training required. Teachers are immersive workshop takes place in-school requested to attend the workshop with He is Co-Director at SparkedEcho and used over a full day (six hours) with a group of up students, as this can form part of their own to work at Arts Council England. He has a to thirty students and teachers. CPD. degree in Music Production, a PGCE and is an Arts Award Advisor. LEARNING OUTCOMES WHAT HAPPENS AT THE END?

STORY SOUNDSCAPE By the end of the session, students and Teachers can invite a selected audience to teachers will be able to: the concluding live performance. Primary school students and teachers are invited into the world of storytelling through • Recall ways to create mood and An audio or video recording of the song will sound… atmosphere using sound be made for future sharing in the school.

Led by Kevin Grist, students will become • Operate recording equipment to collect An end of session reflection/evaluation will sound collectors with a mission to compose sound also be undertaken and shared. their own immersive soundscape, exploring sound effects, surround sound and video • Identify different sounds in our games along the way. environment SEND • Reflect on the process of live During this immersive session, students will performance and storytelling using sound explore how sound can create a mood for

144 RETURN TO CONTENTS RETURN TO KS MATRIX 145 146 STEAM Co. #ARTOFROCKETS using nothing morethanapuffom ofairfr make andfirtheirown paperairrockets, of students (andparents/carers) getto hour rocket makingactivitywhere aclass After your schoolassembly comes aone ROCKET KIDS SESSION own rockets. and how thestudents willbemakingtheir look practically at what makes arocket fly interactive for staffandtudents.We also better place. The assembly isengaging and them aimhighandhelpmake theworld a determination andcommunities helped John. The stories tell how theircreativity, Stephenson andElonMuskto SirElton Sharman andMaryJacksonto George STEAM powered explorers –from DrHelen also includesanumberofotherambitious Lasting 40minutes, theinspiringassembly on thememoirby HomerHickam. that tells thetrueRocket Boys story, based assembly about art,STEAM andcreativity Both sessions below includeawholeschool people aimhighandgohomebuzzing! to encourage everyone to helpouryoung to includearocket launchat home-time to seethewholeschoolinvolved andlike in andwithschoolcommunities. We’re keen STEAM Co. runarange ofcreative sessions ABOUT THEPROJECT work andlives usingthe#ARTOFROCKETS. to put#CREATIVITYFIRST inourschools, across theUK,STEAM Co. are onamission A non-profitcommunityenterprise working is) andourcommunities withtheirschools. connect ourkidswiththeirart(whatever it and findtheirpassion,art.We help to helpouryoung peopleaimhigh,to dream by addingan‘A’ for Art.We believe we need creativity into theestablished STEM concept STEAM Co. are breathing new life and RETURN TO CONTENTS events. Alsosuitablefor SEND. work, KS3 orwhole schoolculmination could also be considered for Year 7 transition without closesupervision. These sessions very excited) makingitunsuitablefor EYFS Suitable for KS1 and2students (whodoget SUITABILITY here. of previous STEAM Co. days for inspiration rocket launch.You cantake alookat videos permit, theday willendwithacommunity As above, ifweather andotherfactors inventing, engineering orukulele. Co.’s direction. These canincludecoding, of thecommunity) andunder STEAM help andsupportofteachers (andmembers engage infreeflow, oracarousel, withthe activities, that numerous students can 20 creative STEAM thinkinganddoing Then theday breaks into between 6and about artandcreativity asoutlinedabove. This isfollowed by awholeschoolassembly being used from the Pop-Up Day Drop Truck. running theday aheadandtheactivities will give anoverview ofwhat’s involved in Ambassador Nick Corston. Thebriefing STEAM Co. by itsco-founder andSTEM the schoolcommunity) onthestory behind and localbusinesses you mightgetinfrom SLT andstaff(alsoopent o helpfulparents DAY Your fullWHAT’S YOUR ART? STEAM C WHAT’S YOUR ART?STEAM Co. DAY ROCKET KIDS sessions for inspiration here. You cantake alook at videosofprevious feet withaparachute recovery system. the schoolcommunity, firingtoabout500 launching adynamite-powered rocket for risk assessments allow –we endtheday by a bike pump. Lastly –ifsite, weather and willbeginwitha30-minutebriefingto o . necessary). (no rocketry, coding orotherexperience two members ofstaffandparenthelpers activities require assistance from at least includes teacher CPD. Pleasenote all will leadthesession/s inschool,which A memberoftheSTEAM Co. team TEACHER COMMITMENT ANDTRAINING communication. skills ofcollaboration, co-creation and and Maths combined withthe21st-century up Science, Technology, Engineering,Art We have astrong focus onmashingup and wholeschoolcommunity engagement. the STEAM subjects, creativity, literacy Several linksto thecore curriculumacross CROSS-CURRICULAR LINKS • • • LEARNING OUTCOMES certificates. LiabilityInsuranceDBS and£5mPublic will beprovided together withExtended completely safe. Afullriskassessment commercial equipmentandare considered professional inputfrom rocketry experts, use Please note: sessions are basedon participants to beconfirmedatbooking. full-day experiences, withthenumber of WHAT’S YOUR ART? STEAM C accommodate 90–120. while fullday rocket-making activitiescan activities canaccommodate 30students, school assembly, halfday rocket making half orfulldays. Outsideofthewhole ROCKET KIDS sessions are bookable in DATES, LOCATION AND FORMAT Collaboration andcommunication Creativity, makingandwidercuriosity Literacy through reading andstorytelling o . DAYS . are • This offercould complement thefollowing: RECOMMENDED STEAM CO. DAY £750 (fullday) ROCKET KIDS £500(fullday) ROCKET KIDS £300(halfday) COST school bundles,ifrequested. available to buyinsingle, class setorwhole of inspiringmenandwomen. The bookis Kid Stories, abookofnineshortstories STEAM Co. recently publishedRocket Resources are suppliedfor useontheday. RESOURCES ANDSUPPORT connected to theNational Curriculum. for follow upwork intheclassroom and children –leaving several opportunities communities buzzing–teachers, parents In ourexperience, we leave wholeschool WHAT HAPPENS AT THEEND? stunning morning’ overwhelmed by it.Astunning, seen inaschool...the children were ‘...The most exciting thingI’ve Kinetika: TheDream RETURN TO KS MATRIX

147

KS3 SEND EYFS KS1 KS2 Thurrock Music Services (TMS) currently SUITABILITY There will also be an element of mindfulness RECOMMENDED work with more than 90% of schools and wellbeing touched upon during the in Thurrock, as an Arts Council KS1–KS2 and SEND. session. This offer could complement the following: England funded music hub. This year they • English Touring Opera: Paper and Tin have produced offers for Thurrock schools, All primary staff – specialist and non TEACHER COMMITMENT AND TRAINING • ROH Create and Sing ranging from teacher consultation and Music specialist music teachers are encouraged to curriculum support, to CPD and workshops attend. Teachers will be required to commit to and for students. attend the initial CPD twilight session to ‘...So inspirational...I’m absolutely DATES, LOCATION AND FORMAT systematically build skills and knowledge in ABOUT THE PROJECT order to gain maximum benefit. loving this (choir) experience. It Tuesday 28 September 2021, 4.30pm – was awesome! I will definitely use HOW TO LEAD SINGING IN SCHOOL CPD 6.00pm, Woodside Primary Academy, WHAT HAPPENS AT THE END? everything I’ve learnt back in class’ Grays. A member of the Thurrock Music Services Teachers will be encouraged to use and Team will lead a practical session to LEARNING OUTCOMES apply their skills and knowledge in the empower non-specialist teachers and music classroom or with a school choir. specialists alike to lead more singing in your • Staff will leave with ideas on how to school. integrate more singing into school life They will be encouraged to share good practice with all staff. This CPD supports the vision of Thurrock’s • Staff will leave with more confidence in leading group singing Singing Strategy to develop a love of singing Music Subject Leaders will be encouraged KS1 in every child in Thurrock. to deliver the training course to whole staff • Staff will learn about breathing and back in school. Support can be given by TMS ‘To access high-quality, engaging singing posture and how this affects sound if required. activities that enthuse, inspire and motivate production learners towards pursuing pathways of Teachers will be encouraged to feed back KS2 progression, enabling high level skills for • Staff will learn a number of new warm- any further training TMS can offer to support some while nurturing social, moral, cultural ups and why they are important, how teaching and learning Music in primary and spiritual well-being for all’. they help improve focus and singing schools. technique There will be ideas shared on: RESOURCES AND SUPPORT • Some repertory will be discussed and • How to integrate more singing into some pieces will be sung TMS practitioner to provide ongoing support school life as required, as well as copies of all the • How to encourage other members of • Staff will be given copies of every resources used at the CPD. staff to try and add singing into their resource shared teaching COST CROSS-CURRICULAR LINKS The session will introduce you to: £25 per teacher A number of curriculum areas will be • A variety of warm-ups covered by the variety of songs. Ideas will be • A wide repertory that you can take back given for how you can adapt songs to suit to school and share with all staff and different occasions and topics. students • It will go over how to sing healthily This toolkit can be used to encourage creative learning across varying subjects to and how we can improve focus and SEND concentration through breathing enhance understanding. HOW TO LEAD SINGING IN SCHOOL TO HOW THURROCK MUSIC SERVICES

148 RETURN TO CONTENTS RETURN TO KS MATRIX 149 Thurrock Music Services (TMS) currently implement a Subject Development Plan that LEARNING OUTCOMES RECOMMENDED work with more than 90% of schools supports the overall school improvement in Thurrock, as an Arts Council plan. • Leaders are clear about the expectations This offer could complement the following: England funded music hub. This year they of the NPME, their role and the role of the • Thurrock Music Services: Sound have produced offers for Thurrock schools, SUITABILITY Thurrock Music Hub in making the vision Education ranging from teacher consultation and Music a reality for students in Thurrock • Thurrock Music Services: How to Lead curriculum support, to CPD and workshops MIDAS visits are available for all schools • Leaders can be confident that they Singing in School for students. (primary and secondary), senior leadership have accurately evaluated, against local • SparkedEcho: Sonic Classrom CPD teams and Music subject leads. criteria, the present status of music ABOUT THE PROJECT education within the school. DATES, LOCATION AND FORMAT • Leaders are supported to identify the ‘...Our role is a supportive one. MIDAS VISIT (BRONZE LEVEL) ‘next steps’ development through agreed School leadership, curriculum The two sessions to flexibly include: recommendations. Thurrock Music Services are delighted to staff in schools and TMS will work • Leaders have a clear strategic direction offer MIDAS visits to Trailblazer schools for A meeting between the Headteacher (or together, with the aim of providing

to secure subject improvement and EYFS a second year. This visit and consultation designated member of the SLT), the school raised standards. the best music education possible MIDAS VISIT MIDAS supports the vision of Thurrock’s Singing Music Subject Leader and TMS designated for the young people across the Strategy to develop a love of singing in every senior member of staff ot complete TEACHER COMMITMENT AND TRAINING child in Thurrock. self-evaluation against set criteria below. county.’ Schools are required to communicate with

‘To access high-quality, engaging singing KS1 • The quality of the school’s music TMS to confirm vailabilitya of Music subject activities that enthuse, inspire and motivate curriculum leader for the duration of the visit. learners towards pursuing pathways of progression, enabling high level skills for • The quality of teaching and learning Schools are also required to confirm some while nurturing social, moral, cultural availability of Headteacher (or member of and spiritual well-being for all’. • The quality of leadership SLT) for up to 1.5 hours of the duration of KS2 the visit. MIDAS stands for: • Levels of engagement, standards and achievement of students WHAT HAPPENS AT THE END? • Music • Improvement • Identify recommendations for A written report will be provided to schools. KS3 • Development development and/or training needs Music subject leads will be asked to include • Advisory Support recommendations in school subject A joint lesson observation (20–30 minutes) development plan, for inclusion in school A member of Thurrock Music Services staff of a ‘typical’ music curriculum lesson. This improvement plan

will visit your school as part of a Bronze level observation should be undertaken by the KS4 consultation to discuss the following, across member of staff responsible for monitoring RESOURCES AND SUPPORT two sessions, with a member of SLT and the quality of teaching and learning in music, the subject lead, in order to promote alongside the TMS practitioner. The purpose TMS practitioner to provide ongoing support improvement in your school music offer. is for TMS to provide quality assurance as required. and/or to provide a CPD opportunity for a KS5 The visit will include sharing a brief summary member of staff new to the role of observer. COST of NPME (National Plan Music Education) emphasising the duty of the Thurrock Music A post-observation meeting with the FREE to Thurrock schools only, £180 for Education Hub (TMEH) to ensure delivery of Headteacher (or designated member of the outside the borough (Thurrock Music the plan and the offer of support to schools Education Hub is grant supported by the SLT) and Music subject lead to agree on SEND through the work of TMS. recommendations and consider options of Arts Council) Then the subject leader will devise and further support the school may need. THURROCK MUSIC SERVICES

150 RETURN TO CONTENTS RETURN TO KS MATRIX 151 Thurrock Music Services (TMS) currently to record on paper the students’ intentions. LEARNING OUTCOMES COST work with more than 90% of schools This will be followed by a session on in Thurrock, as an Arts Council rhythm – ideal for the non specialist and will Teachers will feel empowered to deliver £150 per teacher (six sessions) England funded music hub. This year they introduce basic notation to show how simple meaningful and effective composition have produced offers for Thurrock schools, rhythms can be layered and combined to lessons through the use of: RECOMMENDED ranging from teacher consultation and Music create exciting pieces. curriculum support, to CPD and workshops • Graphic scores This offer could complement the following: for students. There will be a session on online resources • Basic notation • Thurrock Music Services: How to lead including Charanga and music Apps to • Simple musical structures Singing in School ABOUT THE PROJECT support your class compositions. • Music ICT applications • SparkedEcho: Folk Songwriting: Daily News Thurrock Music Services are delighted to We will explore the difference between Teachers will have the required • Bang & Smash Music: Song Creation &

offer this CPD to Trailblazer schools. This composing and improvising through fun music-specific language skills to be able to Production training supports the vision of Thurrock’s activities that can be used in the classroom assess the work of their students effectively. • Gamelan Anak Ledjar: Wallace & the Singing Strategy to develop a love of singing with few or no instrumental resources. Islands in every child in Thurrock. TEACHER COMMITMENT AND TRAINING There will also be a session on how to ‘...These sessions have really ‘To access high-quality, engaging singing evaluate composition effectively. Teachers should attend all six twilight activities that enthuse, inspire and motivate sessions to benefit from the full range of helped me to reflect and evaluate learners towards pursuing pathways of SUITABILITY resources and ideas. my practice as a music teacher and

progression, enabling high level skills for has given me a new excitement for KS1 some while nurturing social, moral, cultural This course is designed for teachers of KS1, WHAT HAPPENS AT THE END? and spiritual well-being for all’. KS2 and SEND. the subject’ Teachers will be encouraged to use SOUND EDUCATION: COMPOSITION CPD DATES, LOCATION AND FORMAT and apply their new found skills in their COURSE classrooms. KS2 The course will run across the academic Discover creative ideas for developing year with two twilight sessions a term at a Music Leaders will be encouraged to composers of the future. Composing is an host school, to be confirmed. disseminate the developments to the integral part of the National Curriculum yet whole school and be encouraged to many teachers lack the confidence to deliver AUTUMN TERM 2021 create a scheme of work that can be used this aspect in the classroom. throughout the school. • Tuesday 14 September, 4.30pm - 6.00pm SOUND EDUCATION CPD SOUND EDUCATION This course of six sessions is aimed at class • Tuesday 9 November, 4.30pm - 6.00pm Music Leaders will also be encouraged to teachers who have little or no musical develop systems for the recording and experience and aims to develop their SPRING TERM 2022 retention of students work to be used as confidence and equip them with the skills evidence for an Ofsted ‘deep dive’. and ideas to deliver effective composing 11 sessions for their students. The sessions • Tuesday January, 4.30pm - 6.00pm RESOURCES AND SUPPORT will look at graphic scores, simple rhythmic • Tuesday 8 March, 4.30pm - 6.00pm ideas, the structure and language of TMS will make available to staff all the composition as well as how to assess the SUMMER TERM 2021 resources and ideas used in the course and students’ work. will offer on-going support in developing schemes of work and via lesson observations • Tuesday 3 May, 4.30pm - 6.00pm The sessions will take you on a journey if required. that explores ideas to stimulate classroom • Tuesday 28 June, 4.30pm - 6.00pm

compositions including pictures, paintings, SEND poems and how graphic scores can be used THURROCK MUSIC SERVICES

152 RETURN TO CONTENTS RETURN TO KS MATRIX 153 Thurrock Museum aims to preserve and This multi-sensory, immersive learning ENGLISH COST secure the history of Thurrock by organising experience has been designed in its collection and allowing it to become collaboration with schools thanks to support Use questioning and listening skills to £150 more accessible to the public, with currently from the Royal Opera House Bridge. investigate the past. around 15,000 items in storage in the RECOMMENDED museum, relating to the Prehistoric period SUITABILITY DRAMA up to the present day. This offer could complement the following: Aimed at KS2, but can be adapted for KS1 Connect with people involved in the Battle • LV21: All Hands on Deck! The artefacts vary in size and history, from and SEND. of Britain through stories and artefacts parts of medieval buildings in the borough connected to characters. and archaeology to small badges and pins DATES, LOCATION AND FORMAT ‘...The class really enjoyed handling from WWII. The archive is accessible through SCIENCE/MATHS a gallery space at Thameside Complex, Sessions will take place September-October the artefacts and having the Coalhouse Fort, local libraries and other 2021, the same months as the Battle of Guided by student’s questioning, we will opportunity to ask questions and public buildings in Thurrock. Britain. explore Science and Maths. describe them to each other’

Schools and the public will be able to Bookings must be made at least three TEACHER COMMITMENT AND TRAINING access the Museum’s collections through weeks in advance. A booking form must be educational events and exhibitions. completed to confirm your visit. Adult to student ratios must be met. Some activities will require input and support from

ABOUT THE PROJECT Final details are still being confirmed at the teachers/adults. KS1 time of going to print, but please get in Thurrock Museum, taking advice from local touch for more details. Adult to student ratios are as follows: schools, has put together a special education session remembering the 80th anniversary All equipment will be provided. Students 1:6 KS1 of the Battle of Britain. will need to bring a packed lunch. 1:8 KS2 KS2 BATTLE OF BRITAIN BATTLE In the Battle of Britain diverse teams of men LEARNING OUTCOMES WHAT HAPPENS AT THE END? and women came together in World War II • To increase knowledge and to prevent the planned invasion of Britain by understanding of the events and people Programmes are self-contained day the Nazis. involved in the Battle of Britain activities. Students will be encouraged to continue their learning journey WWII: BATTLE OF BRITAIN • To actively involve young people using independently using free resources like real stories libraries, museums and documentaries. This session aims to connect students to the people who were involved, while discovering RESOURCES AND SUPPORT • To gain a physical awareness of real and more about the phases of the battle and THURROCK MUSEUM replica artefacts the aircraft that flew, using the atmospheric Pre-visit information about Health and setting of Coalhouse Fort where aerial Safety will be supplied two weeks before • To enable Thurrock Museum to help you battles took place overhead eighty years your visit. work towards your Artsmark ago. CROSS-CURRICULAR LINKS All students will have the chance to try on safe, replica gas masks, handle real HISTORY and historically accurate artefacts, make connections and gain empathy with people Learning through museum artefacts and the from the past. SEND stories of real people at the time.

154 RETURN TO CONTENTS RETURN TO KS MATRIX 155 Thurrock Museum aims to preserve and and put on display, but thousands more in to write descriptions about artefacts create a display/exhibition in class if they secure the history of Thurrock by organising the museum store. they’ve handled wish. its collection and allowing it to become • Act in the role of a Curator by more accessible to the public, with currently Students will be able to go behind the role-playing: taking in a donated artefact, RESOURCES AND SUPPORT around 15,000 items in storage in the scenes and help to complete important work measuring, recording and describing museum, relating to the Prehistoric period for the museum: learning to use Maths skills objects Teachers can visit the museum in advance up to the present day. to accurately measure dimensions, English to see the work that the students will carry skills to accurately describe and Art and CROSS-CURRICULAR LINKS out. Worksheets can be given in advance. The artefacts vary in size and history, from Design skills to sketch records. Pre-visit information about health and parts of medieval buildings in the borough HISTORY safety, access and visit requirements will be and archaeology to small badges and pins Students also handle artefacts from the supplied up to two weeks before your visit. from WWII. The archive is accessible through museum to find out more about them, while Learning about artefacts with a focus on a gallery space at Thameside Complex, discovering how and why museums take in social history and significant moments in the COST Coalhouse Fort, local libraries and other and look after objects by acting in-role as a history of Thurrock. public buildings in Thurrock. professional museum Curator. £150 MATHS Schools and the public will be able to SUITABILITY RECOMMENDED access the Museum’s collections through Measuring and recording using standard educational events and exhibitions. The content of this session is targeted to units and equipment, developing This offer could complement the following: KS1 and 2 and can be adapted for SEND chronological awareness. • Into Film: Careers in Film

ABOUT THE PROJECT students. KS1 ENGLISH The education service at Thurrock Musuem DATES, LOCATION AND FORMAT ‘...The museum activities were provides two schools sessions linked to the Communication and accurate description really good, children enjoyed them National Curriculum for KS1-2, facilitated by Sessions can take place all year round, skills, using nouns, verbs and adjectives. an experienced education team. however bookings must be made at least and had fun learning the processes KS2 three weeks in advance. DRAMA behind the scenes’ DAY IN THE LIFE OF A CURATOR A booking form must be completed to Acting in role as a Curator, or identifiying Thurrock Museum aims to preserve and confirm oury visit. character traits through people’s secure the history of Thurrock. Its galleries possessions through time, exploring the contain hundreds of carefully chosen items There is a maximum of one class per day (32 potential in stories. that remember different eras in history – students). from the earliest Stone Age settlers through TEACHER COMMITMENT AND TRAINING to items our grandmothers might still use! This session takes place in Thurrock Museum itself, between 10.00am – 2.00pm within Adult to student ratios must be met. Some It is a freely accesible museum that Thameside Complex, Grays.

THURROCK MUSEUM activities will require input and support from remembers ordinary people who like us have teachers/adults. called Thurrock ‘home’, and represents some All equipment including stationery will be of the people and events who shaped and included. Students will need to bring their Adult to student ratios are as follows: changed the area. When students become own lunch and space for eating can be Curators they will explore the museum and provided. 1:6 KS1, 1:8 KS2. start to look at it in a different way.

DAY IN THE LIFE OF A CURATOR DAY LEARNING OUTCOMES WHAT HAPPENS AT THE END? What happens behind the scenes? Who works there? What tasks do they have to do? • Find out about the range of artefacts in Programs are self-contained day activities. the museum Students can take home photos of artefacts SEND There are hundreds of items carefully chosen • Use appropriate and accurate vocabulary and the work sheets they have used to

156 RETURN TO CONTENTS RETURN TO KS MATRIX 157 Trestle is a mask and physical theatre • Approaches for Head of Year or Pastoral for exploring identity and emotional WHAT HAPPENS AT THE END? company with a highly regarded arts Leads wellbeing education programme. • Suggestions for additional NQT training • To use drama to consider non-verbal Comprehensive notes on the CPD/workshop communication and explore how we will be shared to support learning in the Their mission is to inspire creativity through The CPD session will give teachers perceive people classroom. participation and dialogue, they aim to confidence in translating these techniques • To consider where we could use the create and deliver high quality easily into the classroom. exercises and techniques taught in our RESOURCES AND SUPPORT mask and physical theatre performances own context and workshops locally, nationally and There is space for open discussion, debate Trestle mask sets are available to purchase internationally. Trestle send their and planning your desired outcomes in For students participating in workshops: online for use in the classroom. high-quality, hand-crafted Trestle mask sets school throughout the CPD – promoting the and accessible resources across the world. COST sharing of best practice and networking. • To engage with drama in an accessible way in classrooms ABOUT THE PROJECT UNMASKING WELLBEING: WORKSHOPS £40 per teacher (CPD) • Provide an introduction to training in mask or physical theatre

TRESTLE Trestle bring their highly acclaimed CPD This year, Trestle are able to follow up this £250 workshop (two hours) • Increase awareness of issues surrounding and workshops to Thurrock; developed teachers’ CPD with fully inclusive workshops identity, emotion and wellbeing from their educational research with the in your school. Workshops will explore RECOMMENDED Middlesex University Education MA and techniques and exercises that can be used to • Challenge perceptions and provoke PGCE programmes. open up honest discussion around emotional debate between students This offer could complement the following:

wellbeing and supportive behaviour – such • Into Film: Mindfulness through Film CPD KS1 The offers below cover utilising mask and as the applications mentioned above. This CROSS-CURRICULAR LINKS • English Touring Opera: Paper and Tin other drama based techniques to explore puts the learning from the CPD into practice identity and emotional wellbeing. in the classroom or intervention setting. DRAMA AND THEATRE STUDIES: Directly meet criteria in mask and physical theatre ‘...A great new perspective on a Using the medium of theatrical masks as well as supporting modules in devising, SUITABILITY tough subject. Very emotive and KS2 improvisation and practitioner studies. and physical theatre Trestle explore ways thought provoking. Fantastic, a to tackle discussions on wellbeing in an This workshop is practical, inclusive and can valuable CPD and workshop with inclusive and open manner. be adapted to aid creative learning at all ENGLISH: Supporting set texts, character levels and for all abilities. exploration, storytelling, speaking and so much to take away and put into UNMASKING WELLBEING: CPD listening, practice’ DATES, LOCATION AND FORMAT presentation and communication skills. KS3 Drawing on experience from wider mental health and wellbeing programmes, working The CPD for teachers will take place on PSHE: Offering a creative approach to UNMASKING WELLBEING UNMASKING specifically with oungy people experiencing Wednesday 23 February 2022, 4.00pm – exploring issues around relationships, mental health problems and their support 6.00pm, High House Production Park, emotions, identity and diversity while staff, Trestle are able to bring anecdotal Purfleet. building self esteem. KS4 evidence alongside tried and tested methods to this training. Workshops are available to book SMSC VALUES AND CITIZENSHIP: Explore throughout the academic year. Each feelings, stereotypes and deal with issues The CPD will cover, but is not limited to the workshop lasts two hours and can such as bullying and body image.

following applications: accommodate a maximum 30 students. KS5 TEACHER COMMITMENT AND TRAINING • Behavioural management in class LEARNING OUTCOMES Each teacher should be committed to taking • Anger management in students the approaches back to school. We would • Showcasing empathy and emotion for all For teachers attending the CPD: also need a teacher present in workshops. SEND • Character profiles and stereotypes • To be confident in using masks as a tool • Working through friendship dynamics

158 RETURN TO CONTENTS RETURN TO KS MATRIX 159 160 RETURN TO CONTENTS RETURN TO KS MATRIX 161 162 PARTNERSHIPS CULTURAL ORGANISATIONS RETURN TO CONTENTS 163 164

CREDITS EDITING & PHOTOGRAPHY Grace Defreitas&LauraBray2020 © RoyalOperaHouse- © CulturalPartnerOrganisations CONTENT Imogen Harvey-Lewis ILLUSTRATION Grace Defreitas(revised2021) DESIGN &EDITING RETURN TO CONTENTS • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • PHOTOGRAPHY 84-85: ©Laura Bray 82-83: ©Focal PointGallery 80-81: ©Flexer &Sandiland 78-79: ©Flexer&Sandiland 76-77: ©GracePrice 7 72-73: ©RichardHubertSmith 70-71: ©ThurrockIndependent News Museum ofLondon 68-69: ©JackPetcheyFoundation, 66-67: ©BelindaLawley 64-65: ©Confidance 62-63: ©SiobhanAlden 60-61: ©BelindaLawley 58-59: ©WilliamAshley-Norman 56-57: ©GracePrice,BelindaLawley 54-55: ©MartinBostock 52-53: ©BelindaLawley 50-51: ©BelindaLawley 48-49: ©LauraBray 46-47: ©BrianSlater 44-45: ©SimCanetty-Clarke 42-43: ©MollyBoughtwood Edwards 40 -41:©DaniellePatrick,Charles 38-39: ©RoyalOperaHouse 36-37: ©RachelCherry 34-35: ©AndrewBlake 32-33: ©RachelCherry 30-31: ©CliveBarder 28-29: ©RoyalOperaHouse 26-27: ©RachelCherry 24-25: ©RachelCherry 22-23: ©GaryTanner 20-21: ©BrianSlater 18-19: ©JenFarrent 16-17: ©BrianSlater 12-13: ©RachelCherry 6-7: ©RachelCherry 4-5: ©RachelCherry 2-3: ©BelindaLawley 0-1: ©RachelCherry Front Cover:©BelindaLawley 4-75: ©GracePrice,Laura Bray • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Reverse Cover: ©BelindaLawley 166-167: ©Grace Price 164-165: ©Royal OperaHouse 160-161: ©BelindaLawley 158-159: ©GracePrice,Rob Martin 156-157: ©RachelCherry 154-155: ©RachelCherry 152-153: ©LauraBray 150-151: ©LauraBray 148-149: ©GracePrice,LauraBray Ritchie 146-147: ©AndyMangion,Gaby Michal Bakanowicz 144-145: ©MSLDiscover, JCole& Michal Bakanowicz 142-143: ©MSLDiscover, JCole& Michal Bakanowicz 140-141: ©MSLDiscover, JCole& 138-139: ©FrazerMerrick 136-137: ©GracePrice 134-135: ©FrazerMerrick 132-133: ©SarahBeaumont 130-131: ©RobFreeman 128-129: ©RobMartin 126-127: ©RobMartin 124-125: ©PaulCochrane 122-123: ©PaulCochrane 120-121: ©StephenDobbie 118-119: ©BelindaLawley 116-117: ©EmmaHare 114-115: ©EllieKurrttz 112-113: ©SouthEssexCollege 110-111: ©MusicForChange 108-109: ©MusicForChange 106-107: ©MusicForChange 104-105: ©MusicForChange 102-103: ©MusicForChange 100-101: ©SpaghettiWeston 98-99: ©MikeJohnston 96-97: ©RachelCherry 94-95: ©IntoFilm 92-93: ©IntoFilm 90-91: ©IntoFilm 88-89: ©NickWall,BevanRoos 86-87: ©RachelO’Dwyer 165 166 A-Z INDEX OF OFFERS RETURN TO CONTENTS GOOD CHANCETHEATRE:THEWALK MUSIC FORCHANGE:CARIBBEANEXPERIENCES MUSIC FORCHANGE: LV21: ALLHANDS ONDECK! INTO FILM:LITERAC GATEWAY ACADEMY: CERAMICTECHNIQUES GAMELAN ANAKLEDJAR: WALLACE &THEISLANDS FOCAL POINTGALLERY: ARTIST-LED DISCOVERY FLEXER &SANDILAND: DIGITAL TRACES WORKSHOP FLEXER &SANDILAND: DIGITAL DANCE PROGRAMMING FIRSTSITE: ESSEX MUSIC HUB:CREATIVE MUSICCPD CREATIVE BLAST: STUDENT VOICE CPD CREATIVE BLAST: DRAMAINTHECURRICUL COMPLETE COMMEDIA CO: MASKED COMEDY COALHOUSE FORT: HERITAGE VISIT CHICKENWIRED: SUSTAINABLE SCULPTURE BREAKIN' CONVENTION: HIPHOPWORKSHOPS BEACON HILLACADEMY: INCLUSIVE ARTS PROJECT BEACON HILLACADEMY: INCLUSIVE ART KINETIKA: THEDREAM INTO FILM:MINDFULNESSONFILMCPD INTO FILM:CAREERSINFILMCPD ENGLISH TOURINGOPERA:PAPERANDTIN BLACKPOOL GRANDTHEATRE: STORY-LED RESILIENCECPD BANG &SMASHMUSIC:SOUNDCREATION &PRODUCTION LEARNING TO LOOK Y THROUGHFILM CPD AFRICANEXPERIENCES S CPD UM CPD 104-105 102-103 100-101 48-49 94-95 98-99 68-69 84-85 54-55 62-63 58-5 86-87 88-89 92-93 82-83 56-57 52-53 78-79 76-77 90-91 60-61 80-81 72-73 74-75 50-51 70-71 9 RETURN TO CONTENTS SPARKEDECHO: FOLK SONGWRITING: DAILY NEWS SIGNALS: WELLBEINGVIDEOGAMES ROH: SCHOOLS'MATINEES ROH: INFRA ROH CREATE ANDSING:THEMAGIC FLUTE ROH CREATE AND SING:HANSELGRETEL ROH CREATE AND SING:EVERYBODY SING! ROH CREATE ANDDANCE: EVER ROH CREATE ANDDANCE RENDERED RETINA:TIMONOFATHENS RENDERED RETINA:MACBETH PUNCHDRUNK: PERFORMANCE PRACTICE WORK PUNCHDRUNK: ASMALLTALE NATIONAL THEATRE: NEWVIEWS NATIONAL THEATRE: LET'SPLAY NATIONAL COLLEGE: TECHNICALTHEATRE WORKSHOP MUSIC FORCHANGE:INDIANEXPERIENCES MUSIC FORCHANGE:EUROPEANEXPERIENCES MUSIC FORCHANGE:CHINESEEXPERIENCES THURROCK MUSICSERVICES: SOUNDEDUCATION CPD THURROCK MUSICSERVICES: MIDAS VISITS THURROCK MUSICSERVICES: HOW TO LEADSINGINGINSCHOOL THURROCK MUSEUM:DAY INTHELIFEOFACURATOR THURROCK MUSEUM:BATTLE OFBRITAIN STEAM CO: #ARTOFROCKETS SPARKEDECHO: STORY SOUNDSCAPE SPARKEDECHO: SONICCLASSROOM CPD SIGNALS: DIGITAL PLAY TRESTLE: UNMASKINGWELLBEING SIGNALS: STOP-MOTIONANIMATION ROYAL SHAKESPEARECOMPANY:&RACECPD ROYAL SHAKESPEARECOMPANY:EYFS/PRIMARY ROH CREATEANDDESIGN:CHALLENGE ROH CREATEANDDESIGN:KS2&3 PUNCHDRUNK: THEVANISHINGLAND GROUND GAMES YBODY DANCE! SHOP 108-109 106-107 144-145 148-149 142-143 146-147 154-155 134-135 138-139 158-159 128-129 124-125 136-137 156-157 132-133 126-127 152-153 122-123 140- 130-131 150-151 120-121 114-115 116-117 44-45 112-113 42-43 34-35 28-29 110-111 24-25 26-27 32-33 22-23 30-31 141 167 To find out more, visit roh.org.uk/trailblazer