Thurrock Trailblazer Cultural Catalogue 2017-2018

Thurrock Trailblazer 2017/18 

Cultural Catalogue

Contents 

Thurrock Trailblazer 2017/18 Dates 3 

The Cultural Catalogue Explained 4 

Glossary of Terms 6 

Genres 7 

Primary, Secondary, Post-16 and SEN Offers 8 

Barbican: Big Barbican Workshops 9 

Breakin’ Convention: Workshops 11 

Coalhouse Fort: Visit 13 

Confidance: Inclusive Dance Workshops 16 

English Touring Opera: Performance at Thameside Theatre 19 

Historic Royal Palaces: Time Explorers Challenge 21 

Historic Royal Palaces: Visits 24 

Kinetika: Kitchen Table Project 26 

Mercury Theatre: Resilience for Teachers INSET Day 30 

National Theatre: Technical Make Theatre Days 32 

Royal Opera House: Ballet and Opera Schools Matinees 34 

Royal Opera House: Discover Dance CPD 36 

Royal Opera House: HHPP Schools Tour 38 

Royal Shakespeare Company: Bringing Shakespeare to Life in the Classroom 40 

Sinfonia Viva and Orchestras Live: Music Making for SEN CPD 43 

Southbank Centre: Gamelan Workshops 45 

Thurrock Trailblazer: Magnifying Impact 47 

Trestle Theatre Company: Yarico Performance 50 

V&A Exhibition: Opera; Passion, Power and Politics 53 

Primary-specific Offers 56 

Mercury Theatre: Story-building Workshops 57 

New English Ballet Theatre: Remembrance Project 59 

Punchdrunk Enrichment: A Teacher-led Adventure 63 

Royal Opera House: Chance to Dance 66 

Royal Opera House: Create and Sing Carmen 70 

Royal Opera House: Design Challenge (Primary) 72 

Royal Opera House: National Nutcracker 75 

V&A: Primary Discovery Sessions 79 

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Secondary-specific Offers 81 

Barbican: Barbican Box 82 

Mercury Theatre: hACkT - Exploring STEM and Digital Technologies Through Theatre 

Making 85 

National Theatre: New Views 89 

New English Ballet Theatre: The Four Seasons Project 92 

Royal Opera House and Thurrock Music Hub: Sing and Stage La Boheme 96 

Royal Opera House: Design Challenge (Secondary) 98 

Royal Opera House: Infra Workshops 101 

Royal Shakespeare Company: CPD 104 

Southbank Centre: BAM and WOW Schohayleyols Days 107 

Studio Wayne McGregor Workshops 109 

V&A: Shakespeare in a Suitcase Workshops 111 

Post-16-specific Offers 113 

Royal Opera House: Design Challenge (FE) 114 

SEN-specific Offers 117 

English Touring Opera: In-school Performance 118 

V&A: SEN & Disability Programme 119 

2

Thurrock Trailblazer 2017/18 Dates 

Summer Term 2017 

Thurrock Trailblazer 2017/18 Launch – Each school will be sent their bespoke 

programme selection via email to the Cultural Champion on Thursday 06 July 2017. 

Autumn Term 2017 

Cultural Champion Trailblazer 17/18 Introduction Day 

Wednesday 13 September 2017, 10:00-16:00, HHPP 

Arts Award Surgery 

Thursday 05 October 2017, 16:00-18:00, HHPP 

Artsmark Statement of Commitment and Case Study Twilight 

Wednesday 11 October 2017. 16:00-18:00, HHPP 

Cultural Learning: Leadership Conference for Head Teachers, Senior Leadership and 

Governors 

Wednesday 08 November 2017, 08:00-11:30, HHPP 

Cultural Champion Twilight – Peer Learning and Reflection 

Thursday 16 November 2017, 16:00-18:00, HHPP 

Spring Term 2018 

Cultural Champions: Taking the Lead - Leadership Development Day 

Wednesday 17 January 2018, 10:00-16:00, HHPP 


Thursday 15 March 2018, 16:00-18:00, HHPP 

Summer Term 2018 


Thursday 17 May 2018, 16:00-18:00, HHPP 

Cultural Champion Celebration and Evaluation 

Thursday 05 July 2018, 16:00-18:00, HHPP 

3

The Cultural Catalogue Explained 

This page explains the layout of the offer provided and highlights in which section you 

will find key information. Badges in the ‘Overview’ section determine the type of 

activity. The badges highlight the key element of the project or activity. However, there 

may be other elements to the project. For example, a teacher-led project may involve a 

CPD. Images in the ‘Overview’ section determine the genre of the offer. However, there 

are likely to be other genres incorporated in the CPD or activity. The banner across the 

top of the page determines whether the activity is appropriate for Primary, Secondary, 

SEN or all of the above. 

Overview – Badge and 

image determines the 

genre 

Format/Dates 

The overview should provide you with a summary of 

the offer and information about the company. 

This will include dates, times and any other logistical 

information needed for the smooth running of the 

offer. 

Suitability 

This section will determine the age/ ability and size 

of group that is appropriate for the offer. 

Learning outcomes 

The learning outcomes will range from specific skill 

development to transferable skills to developing an 

increased awareness of, for example, SMSC and 

British Values. 

Teacher commitment 

The amount of time, engagement and support an 

activity needs will be clearly stated in order for 

expectations to be understood from the beginning. 

Communication and information sharing with your 

Cultural Partners will be key to the success of each 

offer. Teachers are expected to take a collaborative 

approach to designing the sessions. 

4

Teacher Training 

CPD opportunities will be stated here. The catalogue 

includes CPD and INSET workshops for teachers. 

However, activities for students are also an 

opportunity for teacher CPD. Cultural Partners will 

work closely with teachers to ensure their own 

learning objectives are achieved. 

What happens at the end? 

The culmination to the project or activity will be 

explained here. Teachers are encouraged to take 

the learning from any activity back into the 

classroom, using the resources provided. 

Other resources/support 

This will include resources, digital information and 

other wrap-around activities. 

Costs 

The costs range from FREE to £1750. Each school is 

allocated a budget. But if you wish to select more 

provision for your school you can. Please be aware 

that the school will be committed to covering the 

additional costs. 

5

Glossary of Terms 

A professional development session (full day, half day or twilight) for 

teaching staff that takes place away from school and is led by a Cultural 

Partner. Most sessions will take place at High House Production Park. 

However, some Cultural Partners will host their CPD at their venue. 

One or a series of practical workshops for students that is co-planned 

with a Cultural Partner. This may include a visit to a cultural venue. 

A series of practical sessions for students, usually initiated by a CPD for 

teachers, that takes place in school and is led by a member of teaching 

staff. 

An opportunity for your students to experience live-performance by 

Cultural Partners, either in school or at professional venues. 

6

Genres 

Activities with this 

symbol focus on more 

than one of the genres 

listed. 

Activities that 

incorporate and explore 

movement, often 

related to music. 

Activities that include 

themed planning, 

drawing and modelling, 

often linked to a brief, 

concept or idea. 

Activities that focus on 

creating, responding to 

and experimenting with 

a range of musical 

styles and genres. 

Activities that involve 

using technical 

equipment, to create 

media for a stated 

purpose or topic. 

Activities that expose 

participants to a wide 

range of theatre 

practice, concepts 

and ideas. 

Activities that use a 

cross arts approach 

to explore historical 

sites with unique 

themes, stories and 

characters. 

Activities that 

support English 

Language & 

Literature, relating 

to engagement with 

reading and writing. 

Activities in which the 

participants will be 

using their voices to 

create and explore 

music. 

7

Primary, Secondary, Post-16 and SEN Offers 

8

PRIMARY, SECONDARY, POST-16 AND SEN 

Barbican: Big Barbican Workshops 

Barbican Guildhall Creative Learning’s cross-arts workshop day 

for school groups looking to experience all the art forms on offer 

at Europe's largest multi-arts venue. 

During the workshop, students explore cross-arts practice, 

blurring artistic boundaries as a starting point for creative 

experimentation. 

What’s involved? 

In a day-long creative process, students explore all the art forms 

that the Barbican has to offer; including art, drama, movement, 

music, animation and spoken word. Students experiment with 

each art form in small groups, collaborate in the creation of new 

ideas and work towards an informal sharing, under the guidance 

of established artists. They develop skills in creativity, 

communication and innovation and each school receives a short 

film of their experience, sent to them post-workshop. 

During this workshop, you can expect your students to: 

• Experience and explore many different art forms. 

• Develop leadership and team-work skills. 

• Practice problem solving and communication skills. 

• Increase their use of imagination and creative abilities. 

Format/Dates 

Suitability 



During term time. 

Monday–Friday, subject to availability. 

4 hours approximately (including a break). 

Up to 30 young people per session. 

Suitable for KS2-KS5. 

The workshops can be adapted to fit curriculum. 

Liaising with the Cultural Partner to organise the visit. 

With all projects, the students cannot be left 

unsupervised. No further resources are required from 

school. 

9



What happens at the 

end? 

Other 

resources/support 

Costs 

Activities for students are also an opportunity 

for teacher CPD. Cultural Partners will work 

closely with teachers to ensure their own 


On the day of the workshop, at the end of the session, 

there is a moment for the participants to present their 

work. Teachers are encouraged to take the learning 

from any activity back into the classroom, using the 

resources provided. 

Post-workshop, DVDs of the students’ work are sent to 

the school. 

£360 per class. 

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Breakin’ Convention: Workshops 

Breakin’ Convention uses Hip Hop Theatre and the disciplines of 

Rap, Spoken Word, Dance and Graffiti to engage young people to 

express themselves creatively. Our workshop facilitators are all 

active artists in the Hip Hop scene, using their skills as an 

educational tool to enrich the curriculum, as well as develop 

transferable skills in a genre that young people are connected to. 

We offer workshops in: 

• Rap / Lyric Writing / Spoken Word (Linking to literacy; the 

students will develop confidence when sharing in front of others 

and work on rhyme, rhythm and having fun working as a group). 

• Dance (An introduction to Hip Hop. In addition to this, our 

Breakin’ Convention festival premiered Kenrick Sandy's 

Emancipation of Expressionism, which is now part of the GCSE 

dance syllabus and could be used as a theme). 

• Graffiti (An introduction to the history of aerosol art, stenciling, 

colouring and style. The students will create a personalized piece 

of art. This can be on canvas, a joint mural or t-shirts. Please see 

below for individual materials costings). 

• Hip Hop Theatre (Exploring choreography, movement, artistic 

direction, poetry). 

With sufficient time and planning, our workshops can be tailor 

made to a school’s desired outcome. 

Format/Dates 

Suitability 


Half Day: 3.5 hours. 

Full Day: 5/6 hours. 

Up to 30 young people per session. 

Suitable for Primary, Secondary, College, SEN and PRUs. 

The learning outcomes will range from specific skill 

development to transferable skills. Rap and Poetry workshops 

improve literacy. Activities in the workshop encourage 

confidence in presenting in front of others and team work. 

Aside from being fun, a lot of the sessions are therapeutic for 

many young people. Music students benefit artistically from 

being mentored by someone in the music scene and learning 

new skills gives them tools to then be able to develop their 

own pieces of work. 

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end? 

Other 


Costs 

Be in direct correspondence with Breakin' Convention and 

be prepared to organise the logistics of the workshop. 

Activities for students are also an opportunity 

for teacher CPD. Cultural Partners will work 

closely with teachers to ensure their own 


Teachers are encouraged to take the learning from any 

activity back into the classroom, using the resources 

provided. 

All schools will receive resources, digital information and 

other wrap-around activities. 

School Workshop (rap/dance/Hip Hop theatre): 

Half day: £320. 

Full day: £440. 

Graffiti Workshop: 

Half day general workshop: £440. 

Half day graffiti t-shirt workshop: £560. 

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Coalhouse Fort: Visit 

Coalhouse Fort is an artillery fort built in the 1860s to 

guard the lower Thames from seaborne attack. It 

stands at Coalhouse Point in Essex on the north bank 

of the river, at a location that was vulnerable to 

raiders and invaders. The education team have an 

offer of cross-curricular activity. 

Local History: 

Children can explore the history of the fort via tours of 

the tunnels and the roof to learn about the history of 

the park and local area. This will cover Anglo Saxon 

history and the Tudors to WW2. Pupils can also look at 

old maps and experience life in WW1 and WW2 

through object handling. 

Geography: 

Whilst learning about the history of the local area, 

schools will get the chance to cover the orienteering 

element of the PE curriculum. The students will also 

learn skills, in the form of map reading and bearings. 

Maths: 

Maths Upper KS2 and KS3: Linking the history of St 

Catherine’s Church and Coalhouse Fort to problem 

solving and mathematical skills, such as Pi and 

Pythagoras. 

KS1 and KS2: Using the outdoors to practise 

measuring skills and data collection. This could also 

link to the science curriculum, looking at habitats and 

species. 

English: 

Learning how to write creatively using the five senses. 

Historical stories from the fort and the nature from 

the park will be used as a stimulus for writing. 

Format/Dates 

These sessions can take place at any time of year. 

However, schools need to be aware that during the 

winter months, Coalhouse Fort and the park can be cold. 

Pupils and teachers need to dress according to the 

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weather. Schools need to book at least 3 weeks in 

advance. 

Any natural history-related programmes need to be 

booked late Spring/ Summer. Sessions are generally from 

10:00 – 14:30 but can be flexible. A room for lunch will 

be provided. 

Pre/ post activity can be added accordingly – there will 

be an extra cost involved for this. 

Suitability 

Our programs are currently tailored to KS1-KS3. 

However, if booked far enough in advance, higher Key 

Stages can be catered for (this would require at least 4 

weeks lead in time). 

Maximum of 35 children per day due to staff capacity. 

SEN schools can be accommodated, although tours of the 

fort would require climbing of stairs & involve some tight 

spaces. We can modify tours. 



Cross-curricular links to History, Science, Geography, 

Maths and Literacy. 

Our Maths activities may require a pre-course session to 

be delivered prior to the visit (lesson plans & templates 

will be provided). 

Adult to child ratios must be met. Some activities will 

require input and support from teachers/adults. Adult to 

child ratios are as follows: 

1:6 KS1. 

1:8 KS2 and KS3. 

1:10 GCSE and A Level. 


Activities for students are also an opportunity for teacher 

CPD. Cultural Partners will work closely with teachers to 

ensure their own learning objectives are achieved. 

14



end? 

Other 


Costs 



provided. 

All resources will be provided as part of our programmes 

on the day, or if there is pre-course involved, digital 

resources provided. 

£3.50 per Primary student. 

£4.50 per Secondary student. 

Adults and Teachers go FREE. 

15


Confidance: Inclusive Dance Workshops 

Confidance specialises in creating bespoke dance 

projects to meet the needs of a school, its teachers 

and pupils. Workshops can be tailor-made to support 

topics or subjects within the curriculum, and equip 

staff through CPD and team teaching. Dance can 

explore topics as diverse as the solar system, the 

weather or the Vikings! 

Dance for All! 

Confidance specialises in inclusion and differentiation, 

working with pupils with a range of learning needs by 

meeting pupils where they are at and supporting and 

challenging them. This could be; supporting 

disadvantaged young people to build confidence, 

social skills and integration, or differentiating dance 

tasks for pupils with a wide range of learning needs. 

Dance workshops will enable teachers and pupils to 

explore ways of working creatively, to find methods of 

meaningful decision making when creating 

choreography. Pupils will explore their movement 

potential, no matter how big or small, to experience 

their own movement ability in relation to others. 

There is the opportunity to engage in a whole school 

project where all classes create a dance piece, 

culminating in a whole school performance for 

parents, carers and VIPs, to celebrate in their creative 

achievement and showcase the skills of the pupils – 

subject to allocation of budget and time. Teachers will 

be supported through CPD and team-teaching to 

achieve this, equipping the teaching staff with 

creative teaching strategies to use in the class time. 

Format/Dates 

This project could take place in half or full day workshops, 

with the option of the project spanning over one or two 

terms. The latter option allows time in between sessions 

for the creative work to be developed by the pupils and 

teacher, with support from Confidance in the form of CPD 

for teachers, and offering developmental tasks for pupils. 

16


Suitability 


Confidance specialises in working inclusively, and has a 

wide range of experience working in Primary, Secondary, 

College and SEN schools. 

Confidance works closely with schools to create bespoke 

projects to meet a variety of learning outcomes. Projects 

can be tailored to run parallel with the curriculum if 

desired, or focus on creativity, developing confidence and 

social skills. 

Benefits to pupils working with Confidance: 

Whilst dance can be used to support the teaching of 

curriculum subject knowledge, it also equips pupils with 

the tools to be able to access that knowledge and prepare 

them with the necessary skills to enter the adult world. 

Through learning dance sequences, choreographic tasks, 

performing and dance appreciation pupils will engage in: 

Problem Solving: working creatively as independent 

enquirers and cooperatively as a part of a team. Pupils will 

analyse and evaluate ideas to find creative solutions to 

choreographic tasks. 

Negotiating and Team Working: as part of the creative 

process, pupils work as effective participants, putting 

forward their creative solutions to tasks and striking a 

balance to achieve a common goal. 

Reflective Learning: as part of the workshop, pupils will 

engage in dance appreciation; actively observing and 

providing feedback to their peers to evaluate progress and 

identify achievement and opportunity for development. 

Confidance puts great emphasis on the importance of 

feedback and constructive criticism and creates a positive 

and safe learning environment to enable this. 

Above all, pupils of any age or ability will work and think 

creatively in an environment where diversity of thought 

and ability is celebrated to create dynamic and exciting 

dance work. 

17





end? 

Other 


Costs 

Attend a planning meeting and provide practical support 

during the project. Provide access to a suitable dance 

space (e.g. school hall) and a sound system. 

Teacher training can be provided for all levels of ability, 

knowledge and experience, taking place in class time and 

as twilight sessions. 

Where appropriate, Confidance aims to work towards a 

live performance outcome. This could take place within 

school assembly, or a performance outside. Dance for film 

is also an option if live performance is not suitable. 

Lesson plans and discussion with the teacher on potential 

follow up tasks can be provided on request. Schools will be 

directed towards useful websites, music choices and dance 

stimuli. 

Please note any schools/staff who have not previously 

worked with Confidance must include an initial school visit 

to plan the project. 

Initial In-School Planning session: £150 

Pre-Project Planning Session (Skype / Phone): £30 per 

session. 

Half Day (up to 3 hours): £180 

Full Day (up to 6 hours): £300. 

18


English Touring Opera: Performance at Thameside 

Theatre 

English Touring Opera is the leading touring opera 

company in the UK. ETO travels to more regions and 

venues than any other English opera company. Their 

work includes commissioned opera pieces, especially 

for young people. 

The English Touring Opera will be coming to 

Thameside Theatre, Grays on Monday 18 June 2018 

for a performance of Shackleton’s Cat. 

The story features nine performers, including singers 

and players, to tell the story of the voyage and 

destruction of the Endurance 100 years ago, and the 

subsequent tale of survival against all odds. The 

opera features an ingenious set, with maps and 

images from the expedition, interactive songs, a 

puppet cat, and comprehensive resources for 

teachers, compiled in partnership with the Scott 

Polar Research Institute in Cambridge. 

When Ernest Shackleton and his crew arrived in 

Antarctica on board of the Endurance, Winter was 

approaching and ice was beginning to form on top of 

the sea. Shackleton tried to find a safe place to drop 

anchor but it was too late, the Endurance became 

trapped in the sea ice. The ice was moving and it was 

taking the Endurance with it, pushing and pulling her 

further and further from land. The crew unpacked as 

much of the equipment as they could before the 

Endurance was crushed by ice. They then watched as 

the ship slowly sank to the bottom of the sea. 

Format/Dates 

Suitability 

The 65-minute performance will run on Monday 18 June 

2018 (time to be confirmed). There will be a Q&A at the 

end of the performance. 

Suitable for KS2, lower KS3 and SEN. 

19



• Science: Issues of global warming and medicine. 

• History: Exploration in the years of the First World 

War and Ernest Shackleton. 

• Literacy. 

• Music. 

• Geography: The Antarctic. 




end? 

Other 


Costs 

Please account for teachers in ticket allocation. Arrange 

transport to and from theatre. 


CPD. Cultural partners will work closely with teachers to 




provided. 

A “Sing-Along” resource and education activity pack to 

support learning, including: 

curriculum links, Shackleton’s Cat character explorations 

and history, a music CD and electronic files and scores, 

classroom activity ideas and English Touring Opera 

background. 

£7.00 per ticket. 

20


Historic Royal Palaces: Time Explorers Challenge 

Historic Royal Palaces’ Time Explorers Challenge 

programme is an immersive, transformative and 

distinctly HRP learning experience, offering Thurrock 

Primary schools the opportunity to take part in a deep 

engagement cross-curricular project at the Tower of 

London. 

The programme has a clear six-stage approach, 

beginning with a teacher CPD day and culminating in a 

‘Grand Finale’ celebration week. Participating 

teachers will benefit from comprehensive training in 

the story of John Gerard, an Elizabethan religious 

prisoner who masterminded his escape from the 

Tower of London in 1597. After the teacher CPD day, 

participating teachers will be entitled to bring their 

children to the Tower for a bespoke Time Explorers 

Challenge workshop. 

We aim to encourage children and teachers to use 

their on-site learning experience as a springboard for 

a broader cross-curricular project back at school, for 

which prizes will be awarded following schools’ 

submission of their project entries. 

Time Explorers Challenge is a core HRP initiative which 

is offered to all London Primary schools. We would 

welcome the opportunity to offer the programme to 

Thurrock Trailblazer schools for the fourth year 

running, in partnership with the Royal Opera House. 

Format/Dates 

CPD day: October/November 2017 date tbc 

On-site workshops: Spring term 2018 date tbc 

Celebration week: July 2018 date tbc 

Suitability 

The project is most suitable for KS1/2 students but we 

would be happy to include lower KS3 also. We also have 

an established SEND version of the session, so SEND 

schools would be warmly invited to participate. 

21



There is no ‘one size fits all’ approach for this project, as all 

teachers are encouraged to adapt the stimulus to suit their 

own teaching and learning priorities. As such, a wide 

range of curriculum areas could be explored by schools 

taking part in the programme. 

Many projects undertaken in previous years have tended 

to explore History, Art and Design and Literacy as the most 

common subject areas, but subjects such as Science, Music 

and Design Technology have also been incorporated by 

some schools. 


Teachers attending the CPD day are under no obligation to 

sign up for the Time Explorers Challenge Programme, but if 

they do apply to take part they will be required to 

complete a Project Agreement Form in which they will 

agree to meet our project submission deadlines and to 

participate in our project evaluation. 

Teachers who apply to take part will also be required to 

demonstrate a willingness to allocate a portion of time to 

exploring the area of focus with their children. As stated 

above, teachers are free to dedicate as much or as little 

time as they wish to the classroom side of the Time 

Explorers Challenge project, but previous experience has 

shown that the more class time devoted to the 

programme, the greater the learning outcomes. 


The CPD Day is an essential aspect of the programme. 


end? 

Other 


The programme culminates in a celebration week, when 

children from all winning schools from across the project 

will be invited to the Tower of London to take part in a 

themed activity. 

A comprehensive resource pack, featuring printed 

materials to support the programme in the classroom. 

22


Costs 

CPD: £75 per teacher, to include all refreshments and 

resources. 

Time Explorers Challenge Tower of London workshops: 


Tower of London education rate admission: £3.85 per 

child. 

23


Historic Royal Palaces: Visits 

Historic Royal Palaces’ learning programmes draw on a 

unique combination of immersion in their palaces, historic 

characters brought to life through costumed 

interpretation, interrogation of historic evidence, and 

engaging stories told in the places where they really 

happened. We would like to offer Thurrock Trailblazer 

schools the opportunity to visit the Tower of London, 

Kensington Palace or Hampton Court Palace. Explore 

Henry VIII’s atmospheric Tudor palace at Hampton Court, 

descend into dark tales of imprisonment, escape and 

execution at the Tower of London, or discover Queen 

Victoria’s birthplace and childhood home at Kensington 

Palace. Visit our website to view the range of learning 

opportunities available at our palaces. 

Format/Dates 

Taught sessions are available all year round, but we 

recommend booking early in the school year in order to secure 

your preferred date/s. 

Suitability 




Workshops are available for all year groups and key stages, 

from KS1 to A level. We also have a SEND programme. Visit 

our website for full details. 

A visit to an HRP site is the perfect opportunity to inspire your 

children with the stories from some of the greatest palaces 

ever built. The three sites offer real examples of ‘history 

where it happened’, which might form the starting points for a 

wider learning project. 

Most of our taught sessions last for one hour, but you would 

be free to spend all day exploring the site at your leisure. We 

recommend that teachers new to our sites plan a preliminary 

visit, in order to undertake their own risk assessments and to 

make their school visit run as smoothly as possible. A 

complimentary preliminary visit voucher is provided for up to 

two teachers per booking. 

This visit-only option does not include a CPD element. If you 

would like to book our CPD option, please see the ‘Time 

Explorers Challenge’. 

24



end? 

Other 


Costs 

Teachers are encouraged to take the learning from any activity 

back into the classroom, using the resources provided. 

Pre-visit resources are available on our website. 

Admission costs at the Education Rate: 

Tower of London: 

• £3.85 per child (KS1-4). 

• £5.40 per child (KS5). 

• Teachers and adult helpers are admitted free at a 1:10 ration 

(KS2+) and 1:5 for KS1. Additional adults over this ratio are 

charged at £20.25. 

Hampton Court Palace: 

• £3.85 per child (KS1-4). 





Kensington Palace: 

• Child admission: Free (KS1-4). 





Taught session costs: Most sessions are charged at £93 per 

session, plus admission. Some at Hampton Court Palace are 

charged at £103. Please see website for details. 

25


Kinetika: Kitchen Table Project 

Kinetika is an internationally renowned company 

with an 18-year track record of combining worldclass 

design with community projects, to produce 

spectacular outdoor events that engage diverse 

audiences wherever they work. Founded by artist Ali 

Pretty in 1997, and inspired by her training in 

carnival arts in Trinidad and India, Kinetika now has 

an unrivalled reputation for working with local 

communities on projects that change the way people 

feel about where they live. From local community 

events in shopping centres, ceremonial boulevards 

and local high streets, to the Great Wall of China and 

the heart of Kolkata. 

Over the last three years, Kinetika has been working 

with local schools and communities to collect and 

share stories of the people of Thurrock, through the 

Thurrock 100 walking, talking and making festival. In 

2018, Kinetika will be launching a new theme for the 

festival called Kitchen Table. The project will spark 

conversations amongst diverse communities through 

the sharing of recipes from around the world as a 

common medium for transcending language barriers 

and cultural difference. This project will be a means 

to gather stories from Thurrock’s diverse population, 

inspiring new performance pieces that will be 

presented at ‘Pop-Up Kitchens’ around Thurrock in 

2019. 

We are inviting teachers from up to 25 schools to be 

part of the first phase of this two year project. They 

will attend a CPD session on Tuesday 20 February 

2018, led by Ali Pretty and Kinetika artists, to explore 

ways in which we can create a whole class ‘Recipe 

Book’ as a means to explore and share the diverse 

cultural identities of the pupils. Working with 

Trinidadian carnival designer and chef Ray Mahabir, 

we will provide a resource pack for teachers, packed 

full of activities inspired by food, and its place in 

societies around the globe. We will also offer an 

26


additional practical workshop option for between 

15-30 pupils to make their own chef apron at 

Kinetika Studios, High House Production Park. 

We will run a competition for the best class ‘Recipe 

Book’, and the winning class will be invited to 

Kinetika’s 20 th Birthday Party in July 2018. All finished 

class ‘Recipe Books’ will be on display as part of this 

event. 

Format/Dates 

CPD Day Tuesday 20 February 2018, 9:00-16:00, Kinetika 

Studios, High House Production Park. 

‘Make an Apron’ Workshop: May 2018. 

Date to be arranged with the school. 

Prior to the workshop, Kinetika would send a design brief 

to schools, plus paper pattern for apron design. Teachers 

would work with children to translate their recipes into a 

visual design for their apron. The class would then come 

to Kinetika studio to translate this using batik onto a 

cotton apron. The session will run 09:30-15:00 for 15-30 

children. 

Suitability 


Suitable for Primary, Secondary, College and SEN 

teachers and students. Up to 30 students in a class. 

Development of the ‘Recipe Book’ will include: 

• Research into different cultures. 

• Creative writing. 

• Design and drawing. 

• Working as a team. 

• Sharing outcomes. 

‘Make an Apron’ workshop: 

• Design. 

• Drawing. 

• Scaling up. 

• Batik – waxing and painting. 


Teachers must attend the CPD session. Kinetika will take 

them through the suggested activities, so that each 

27


teacher has created ‘a page’ in their recipe book at the 

end of the day. They will then apply the process to their 

class in a series of activities in the first half of the 

Summer Term. Class ‘Recipe Books’ will be completed by 

end of June for the competition, and the winning school 

will be invited to Kinetika’s 20th Birthday Party in July. 

Teachers who wish to take part in the ‘Make an Apron’ 

workshop will be required to work with their pupils on 

the design of their apron before attending the making 

session with Kinetika in their studios. 



end? 

The whole day CPD led by Ali Pretty and associate artists 

will explore recipes from around the world to explore 

diversity within the class/school and through this raise 

awareness and respect for Thurrock’s diverse 

communities. The workshop will take them through the 

process of researching a recipe, reinterpreting it through 

creative writing and presenting it using photographs and 

illustrations to tell a wider story of where it comes from 

and the community who uses it. 

Teachers will use the resource pack provided to create a 

whole class ‘Recipe Book’ that can be shared with the 

rest of the school. Some schools may choose to attend a 

‘Make an Apron’ workshop, and even create a whole 

school event. All school ‘Recipe Books’ will be displayed 

at Kinetika’s 20th Birthday Party, and one winning school 

will be invited to attend. 

All schools will be invited to follow up this activity in 

2019, when Kinetika will create the Thurrock 100 Kitchen 

Carnival and offer workshops in music, dance and 

costume making. 

28


Other 


The resources for Kitchen Table will be shared on the 

Thurrock 100 website. We will present a resource pack 

for teachers that includes; reference and research 

material and activity ideas of how to create a class 

‘Recipe Book’. There will be: 

• Suggestions for how the class or whole school might 

create a whole school event. 

• Ideas of how to engage parents and the wider 

community. 

• A series of possible questions. Where do the 

ingredients come from? How do they get here? What 

can’t you get and why? 

• An exploration of how food plays a part in cultural and 

family celebrations. Do they involve other activities 

such as music, dance, games, rituals? 

Costs 

The CPD session will cost £125 per teacher. 

‘Make an Apron’ workshop: 

15 students - £350 

30 students - £700 

29


Mercury Theatre: Resilience for Teachers INSET Day 

The Mercury Theatre’s Resilient Teachers INSET Day is 

delivered by a well-established and experienced theatre 

professional who uses methodologies employed in the 

theatre industry to support teachers in their classroom 

delivery. It is a holistic approach to developing 

transferrable skills. 

The training is split into 3 sections: 

1. Exploring what is meant by ‘resilience’. 

2. Personal Resilience – looking at methods, tools and 

techniques to support teaching delivery including 

vocal coaching, supporting the voice and avoiding 

strain (a key tool in any teaching environment); 

posture and movement that supports presence, 

confidence and control; and mindfulness techniques 

to tackle stressful situations. 

3. Group Resilience – looking at techniques and tools to 

create support structures and networks amongst 

peers and professionals. Developing a company 

mentality that creates a sustainable provision within 

a school or cluster. 

These techniques can also be used by teachers in the 

classroom to develop classroom cohesion, resilient 

pupils and support personal development, behaviour 

and student welfare. 

Format/Dates 

Suitability 

Dates are arranged as per the convenience of the school or 

consortium – particularly if INSET days are already allocated 

for 2017/18. The Mercury will be in contact prior to the 

session to discuss the bespoke needs of the group. 

Can be for up to 20 teaching staff or a select group. The 

session has been designed to support teachers across all 

schools and Key Stages. Designed for teaching, support and 

classroom based staff at any stage in their careers. The CPD 

is especially good for Initial Teacher Training (ITT), NQTs, 

and those in the first 5 years of teaching. This CPD has been 

used by Teaching School Alliances and consortiums working 

with Schools Direct and focusing on school-led ITT. This is 

ideal for a MAT wishing to collaborate on training. 

30






end? 

Other 


Costs 

1. Provide professional development opportunities of 

school led ITT. 

2. Offer a range of professional development opportunities 

for teachers and school support staff, extending a strong 

learning culture. 

3. Improved leadership and management. 

4. Improved well-being of staff and by extension pupils. 

For ease of coordination we ask for one lead contact/CPD 

coordinator from the school/consortium. 

Teachers and classroom staff are empowered, engaged and 

equipped for leading learning in the classroom. 

Teachers are encouraged to join the Mercury Theatre’s 

Teachers Network – a free resource supporting classroom 

activities, further CPD and opportunities to engage with the 

Mercury. 

The facilitator will supply all printed resources. Other 

support can be found on the Mercury Theatre’s website. 

£420 for a full one day session. 

31


National Theatre: Technical Make Theatre Days 

Make Theatre Days are a fantastic opportunity to give pupils an 

exciting introduction to theatre-making and the science and 

technology behind the productions at the National Theatre. 

The day includes: 

• An introduction to one of the NT’s three theatres. 

• A visit to the NT’s backstage Sherling High-Level Walkway. 

• A 2-hour practical, hands-on workshop that will introduce 

how different aspects of lighting and sound work in theatre. 

The children will then get to take on the role of lighting or 

sound designer, working to a brief to create their own 

designs. The workshop will be led by a professional theatre 

lighting and sound technician. 

Format/Dates 

Suitability 


Dates are available through-out the year. 

The day will run from 10:30 – 14:30. 

A lunch space will be provided. 

Suitable for Primary schools (KS2) and Secondary schools 

(KS3). Up to 32 students. 

Creative skills: 

• Interaction with a professional lighting and sound 

technician. 

• Opportunity to see their lighting and sound designs 

realised with the help of a professional theatre technician. 

• Knowledge of the science and technology involved in 

backstage theatre roles. 

• Insight into the backstage production workshops at a 

theatre. 

Transferable skills: 

• Creativity. 

• Team work and collaboration. 

• Listening skills. 

Science: 

• What is light, how it works, different forms light comes in 

and how shadows are made and change shape. 

32


• What is sound, how it works, different sound effects used 

in theatre. 




end? 


Costs 

Liaison with the NT Learning team ahead of the visit and 

presence on the day. 

Activities for students are also an opportunity for 

teacher CPD. Cultural Partners will work closely with 

teachers to ensure their own learning objectives are 

achieved. 



provided. 

There are a range of short films available here to support 

your students’ study of technical theatre and STEM 

subjects. 

£180 for up to 32 students. 

33


Royal Opera House: Ballet and Opera Schools 

Matinees 

Visit the Royal Opera House, Covent Garden and 

experience a world-famous performance from either the 

Royal Opera or Royal Ballet with your students. 

Schools are invited to attend a school performance at 

the Royal Opera House, Covent Garden. Resources, 

presentations and activities, to be used before and after 

the visit will also be provided, in order to help 

understand the art form and learn about the specific 

performance you are watching. 

We aim to set each production in context and help 

students individually and as classes explore the creative, 

philosophical and wider contextual questions raised by 

each production. You can apply for tickets for up to a 

whole year group. Tickets will then be allocated based 

on demand. 

Format/Dates 

Primary and SEN: 

Magic Flute, Opera (KS2): Monday 18 

September 2017. 

Alice’s Adventures in Wonderland, Ballet (KS2): Wednesday 

27 September 2017. 

Swan Lake, Ballet (KS2): Wednesday 06 June 2018. 

Secondary, Post 16 and SEN: 

Cavalleria Rusticana/ Pagliacci, Opera (KS3+): Wednesday 

29 November 2017. 

Giselle, Ballet (KS3+): Friday 02 February 2018. 

La Boheme, Opera (KS3+): Tuesday 19 June 2018. 

Suitability 


Suitable for Primary, Secondary, Post-16 and SEN school 

groups. 

Classroom resources, souvenir programmes, on the day 

workshops, and on stage presentations will be tailored to 

the Music, Dance, and Drama curriculums, and where 

appropriate, P.E., History, Literature, Design and 

Technology. Beyond this, a visit provides access to world- 

34


class performance in a historic, British venue, inspiring 

aspiration and creativity, and opening career options on 

stage and behind the scenes. 


We ask teachers to use the resources provided before 

the event to help support students understanding of the 

art form and the specific performance. 

We also ask them to organise and cover travel costs, to 

meet payment deadlines and make sure all key 

information is read thoroughly. 



end? 





achieved. 



provided. 

We will provide online resources in advance of the 

performance including activities to do with your students 

both before and after your visit. 

Students will have the opportunity to take part in a free 

workshop before the performance exploring singing, 

dancing or backstage craft. 

Costs 

£7.50 per ticket. 

Please note this offer would work well with: 

Design Challenge (FE) – La Boheme. 

Design Challenge (Primary) – Swan Lake 

Design Challenge (Secondary) – La Boheme. 

35


Royal Opera House: Discover Dance CPD 

The Royal Opera House’s Discover Dance CPD offers high 

quality creative dance training for Primary, Secondary 

and SEN school teachers. 

Taking a work from the Royal Ballet’s repertoire as 

inspiration, Teachers will build skills and confidence to 

deliver dance and movement activities as a way of 

creatively exploring different curriculum subjects. 

It is a two-hour workshop along with lesson plans and 

resources, which can be tailored to explore crosscurricular 

links, dance technique and choreography. 

Format/Dates 

Suitability 




CPD: Thursday 08 March 2018, 16:00-18:00, High House 

Production Park. 

Recommended for teachers from KS1-4 with any subject 

specialism and no previous dance experience. Content 

can also be tailored for those with more dance 

experience. 

• Provide Teachers with the skills and tools to confidently 

plan and deliver dance workshops that connect to and 

explore a range of subjects in the National Curriculum 

(including PE and PSHE). 

• Through CPD workshops and various resources, 

teachers gain an understanding of ballet and insights 

into a specific work in the Royal Ballet’s current 

repertoire. 

• Enhance teaching practice to provide a fresh 

perspective on concepts and topics within different 

subject areas, exploring approaches to suit different 

learning styles. 

Attendance at the CPD. 

This training will help teachers to find their own links to 

the wider curriculum and use dance as a useful tool for 

creative learning. 

36



end? 


Costs 



provided. 

We will provide resource pack to support the session, 

which includes a lesson plan. 

£55 per teacher. 

37


Royal Opera House: HHPP Schools Tour 

The Royal Opera House’s home in Thurrock, High House 

Production Park in Purfleet, will be offering tours to 

Thurrock Trailblazer school groups. 

High above the surrounding rooftops, the enormous, 

purpose-built Production Workshop is home to scenic 

painters, carpenters and metalworkers. Here they make 

the designers' visions into reality, creating the many 

different sets that appear in the ballet and operas 

performed on the stages of the Royal Opera House in 

Covent Garden. 

The Costume Centre will be home to more than 20,000 

costumes from the current ROH repertory, as well as 

historic costumes, musical instruments and furniture 

from the archive collection. 

Amid beautifully landscaped gardens, the Production 

Workshop and Costume Centre are fascinating and 

inspiring places to discover the skills behind theatre and 

costume construction and design. 

Format/Dates 

Suitability 

School group tours are available at 11:00 on Fridays in term 

time. Dates must be booked before the start of the 

academic year to ensure availability. The tour is 1 hour and 

15 minutes long and fully accessible - please advise us if you 

have any access requirements. The gardens on site are open 

throughout the day, should you wish to stay for lunch or 

deliver your own activity onsite after the tour. 

The tour is suitable for KS2+. We can accommodate a 

maximum of 25 on the tour, including teachers and 

supporting adults. 

If you have more than one group of 25, we may be able 

to accommodate the second group at 13:30 on the same 

day, as long as the date is booked before September 

2017. Alternatively, the second group could attend on a 

different Friday at 11:00. 

38






end? 


Costs 

• Insight into the design process in both Set Design and 

Costume Design. 

• Introduction to non-performing careers in the creative 

industries. 

Booking the tour and outlining the particular interest 

from the school and students in taking part in the tour. 




achieved. 



provided. 

If the teacher outlines the particular learning intentions 

for the class, we may be able to provide additional 

resources or signposting to events and opportunities for 

students following the tour. 

£160 per tour (up to 25 including teachers/ supporting 

adults). 

Please note this offer would work well with: 

Design Challenge (FE) 

Design Challenge (Primary) 

Design Challenge (Secondary) 

39


Royal Shakespeare Company: Bringing Shakespeare 

to Life in the Classroom 

RSC Education’s fundamental ambition is to work with 

teachers, schools, communities and theatre partners to 

transform experiences of Shakespeare and live theatre for 

young people in the classroom, in performance and online. 

This five-day course will offer a comprehensive package of 

training and support for teachers new to Shakespeare, or 

wanting to develop existing practice. 

RSC Education has a strong evidence base about the sustained 

impact of its work on classroom teaching practice as well as on 

teacher confidence and knowledge including: 

• 97% of all teachers who experience RSC’s courses rate them 

as ‘excellent’ on a seven-point scale. 

• 100% of surveyed teachers report that participation in an 

RSC CPD programme had enhanced their skills, knowledge 

and confidence in the teaching of Shakespeare. Teachers 

say that RSC-led approaches have been embedded into “the 

very fabric of the school’s learning”. A primary school 

teacher of 20 years stated that CPDL undertaken with RSC 

“rejuvenated my teaching practice… [it’s] the best thing I’ve 

ever done”. 

Format/Dates 

Suitability 


The course offers five days of CPD: 

A two-day course in the Autumn; Friday 13 and Saturday 14 

October, 10:00-16:00, High House Production Park. 

A two-day course in the Spring; Friday 23 and Saturday 24 

February, 10:00-16:00, High House Production Park. 

A final one day course in the Summer: Friday 20 April, 10:00- 

16:00, High House Production Park. 

Suitable for Primary, Secondary, College and SEN teachers. We 

welcome teachers new to Shakespeare and those who have 

some familiarity but want to develop knowledge, confidence 

and skills. 

Our CPD uses rehearsal room approaches and theatre-making 

to teach Shakespeare. 

For teachers: 

40


• Teachers will gain the knowledge, confidence and skills to 

apply proven, effective and engaging rehearsal-based 

approaches to their teaching of Shakespeare’s plays. 

For children and young people: 

Pupils of these teachers will gain rich, memorable experiences 

of studying Shakespeare’s plays and ultimately make 

progress as they: 

• improve confidence with Shakespeare’s language, 

characters and plays. 

• develop higher order thinking skills through applying 

imagination and the generation of ideas at an enhanced 

level in order to solve problems and overcome challenges 

within Shakespeare’s texts. 

• develop language skills, through engaging with 

Shakespeare’s rich and challenging vocabulary, that will 

better position them to improve their writing. 

• acquire a deeper knowledge, understanding and 

appreciation of Shakespeare and his work. 



Teachers will need to commit to the five full days of training, 

as well as some reflection and preparation of reporting back 

for the final day. 

Over the five days we would anticipate doing some or all of 

the following: 

• Creating the readiness to learn: exploring strategies and 

proven techniques that help students acquire the requisite 

mind-set of concentration, trust and collaboration. These 

strategies help to create a cohesive group dynamic. 

Alongside the complementary activities ‘building the 

foundation blocks’, they ensure that students build 

confidence and familiarity with new or different ways of 

working that underpin rehearsal-based approaches. 

• Building the foundation blocks: introducing ways of 

working that will ensure your students are ready to engage 

with Shakespeare’s plays. These game-like activities allow for 

a natural transition from play as developing group dynamics 

into play as learning. Typically, themes, characters, and/or 

scraps of original text are combined with playful activities, 

which allow for a segue into Shakespeare’s plays. 

41


• Creating the world of the play: exploring ways of 

introducing or building on existing knowledge of the play. For 

example, using imaginative exercises to help students see, 

hear, and generally sense the world of a particular play, be it 

Elsinore castle in Hamlet or the forest in A Midsummer 

Night’s Dream. These activities can act as a stimulus for 

creative writing or be used as part of the process of 

deepening understanding and responses. 

• Developing confidence with the language: scaffolding 

strategies that allow students to progressively deepen their 

confidence and familiarity with Shakespeare’s language, 

whatever their starting point. These methods are at the heart 

of our rehearsal-based methods, using techniques developed 

to help actors access Shakespeare’s language and meaning. 

• Exploring characters: this might cover approaches that help 

students identify what is known about a particular character; 

what is inferred; and what questions are unanswered. 

• Investigating interpretational choices: this section is likely 

to build on character work and help students explore physical 

and spoken interpretational choices. 

• Exploring themes: dependent on choice of plays. 


end? 


Costs 

Teachers will be encouraged throughout the first four training 

days to implement and reflect on approaches in their 

classrooms. The final day will include a reporting back and 

sharing of learning. 

All teachers will receive a comprehensive set of notes, 

summarising approaches explored in the training days. 


42


Sinfonia Viva and Orchestras Live: Music Making for 

SEN CPD 

Orchestras Live workshop leader John Miles, 

supported by a Sinfonia Viva musicians will lead a 

CPD session, looking at ways to approach creative 

music making in Special Education Needs settings 

and with students with SEN in the mainstream 

classroom. 

During the session, teachers and support staff will 

work together with the Sinfonia Viva team to explore 

a range of approaches to collaborative, creative 

music making, looking at a range of starting points 

and possible curriculum links. The session will 

consider ways of identifying and developing 

creativity in young people, and will provide teachers 

with a range of warm up, team-building and focusing 

activities to add to their toolboxes. 

Format/Dates 

Suitability 


Tuesday 10 October - 14:00- 17:00, High House 


Suitable for Non-specialist and specialist Teachers, 

Teaching Assistants and Learning Support Assistants from 

SEN schools, College, Secondary schools and Primary 

schools. 

• Increase staff confidence in delivering creative music 

making in SEN settings and with pupils with SEN. 

• A range of warm up, team-building and focusing 

activities to add to teacher toolboxes. 

• A range of approaches to creative music making, 

considering a wide variety of possible curriculum links. 

• To consider ways to identify and develop creativity in 

young people. 



43




end? 

The CPD session will be largely practical, with plenty of 

time for discussion and reflection built in. Cultural 

Partners will work closely with teachers to ensure their 

own learning objectives are achieved. 

Teachers will leave equipped to design lessons using the 

resources introduced in the CPD. 

Sinfonia Viva are giving a relaxed family orchestral 

performance at the Backstage Centre on Saturday 11 

November 2017. Participants will be encouraged to 

attend along with their family and friends. 

Other 


Costs 

Teachers will be given resources to take back into the 

classroom. The leader will prepare some notes 

supporting the session, which each attendee will receive 

as an aide-memoire. 


44


Southbank Centre: Gamelan Workshops 

In 1987, Southbank Centre was privileged to receive a 

beautiful Javanese percussion orchestra called gamelan. This 

was a remarkable gift from the Government of the Republic 

of Indonesia to the people of Great Britain as a gesture of 

friendship. As in the case of many important gamelan 

ensembles, the gamelan was named ‘Kyai Lebdha Jiwa’ or 

‘The Venerable Spirit of Perfection’. 

In-school workshops: 

Javanese dance workshops or Balinese Kecak vocal 

workshops introducing Indonesian culture and art forms 

supported by Gamelan music. 

Site workshops: 

Gamelan instrument workshops at the Southbank Centre, 

London. Students work together to play the gamelan 

instrument. 

Format/Dates 

Suitability 



Workshops are two hours long and available all year round. 

Suitable for 20 students, KS2+. Suitable for groups of 

students with SEN. We can accommodate more students if 

they share instruments. No previous musical or topic related 

knowledge is required for these workshops. 

Gamelan activities are both social and musical. They can 

inspire self-confidence, improve co-ordination and listening 

skills, encourage team-building and are a great chance to try 

something new in a relaxed and friendly environment. 

The introduction to Indonesian culture could contribute to 

topics which focus on other parts of the world, or could 

contribute to SMSC and British Values sessions. 

Liaising with the Southbank Centre. 





45



end? 




provided. 

The workshop acts as a practical learning resource. 

Costs Javanese dance in-school workshop: £300 

Balinese Kecak in-school workshop: £300 

Gamelan workshop at Southbank: £235 

SEN Gamelan 1-hour workshop at Southbank: £144 

46


Thurrock Trailblazer: Magnifying Impact 

As part of Thurrock Trailblazer 17/18, a consultant will meet 

with the Head Teacher and Cultural Champion to ensure that 

the school’s programme selection will have the maximum 

impact and value for money. 

This will involve: 

• practical ideas for maximising the impact of the 

programme (on pupils, teachers and the wider school 

community) and specific school improvement targets. 

• thinking through the potential of Trailblazer and Artsmark 

to develop the school’s arts provision, and providing 

support on Statements of Commitment and Case Studies. 

• discussing practical ideas for increasing the impact of their 

work in and through the arts, ranging from enjoyment and 

enrichment to developing core learning and teaching. 

• a set of practical teaching resources to support the 

development of creative learning. 

• Resources to support understanding of and measuring 

impact. 

Following the initial meeting, and depending on the needs/ 

focus of the school, a Trailblazer consultant can offer a range 

of school development support, including: 

• being a ‘Critical Friend’ to the school. 

• working with the whole staff, the SLT, and individual 

teams, teachers or Governors through staff meetings, 

workshops, coaching sessions or working in class. 

The focus of this work would be determined by the school 

but could concentrate on work in and through the arts, e.g. 

• developing teachers’ action research / reflective practice 

skills. 

• developing a wider range of effective teaching strategies. 

47


• developing aspects of children’s learning capacities, e.g. 

self-regulation, metacognition, creativity, resilience, 

positive mindsets, pupil voice, etc. to increase their ability 

to engage in deep learning, rather than repeated surface 

learning. 

• developing pedagogy and curriculum design, linked to 

school improvement. 

• reviewing and auditing arts provision and effectiveness 

across the school, from policy and provision to assessment 

and impact, with suggestions for development. 

Format/Dates 

Suitability 


The visit should take place in the academic year, at a point 

where the school feels it is most appropriate and helpful. 

Each visit lasts between 1 and 3 hours, depending on the 

time available and the needs of the school. In order to get 

maximum strategic impact from the meeting, it is beneficial 

to have the Cultural Champion and Head Teacher or Deputy 

present. Follow up sessions can be arranged accordingly. 

Whether you have been a Trailblazer school for three years 

or are just joining the programme, this offer is suitable for all 

schools that wish to develop their whole school approach to 

cultural entitlement. 

The overall aim is to equip teachers and schools to get the 

most out of their work in and through the arts: 

For learners: helping them to be more confident, 

independent, interdependent, resilient, thoughtful and 

harder working. 

For teachers: helping them to explore and develop a wider 

range and repertoire of teaching strategies so they can be 

more confident and effective in responding to learning needs 

in the moment, judging when to make the most effective 

interventions through feedback and questioning. 

For the school: to appreciate and use the potential of the 

arts to improve learning and teaching, develop pedagogy and 

48


curriculum design, meet Ofsted criteria for effective schools 

and help realise key areas of school improvement. 




end? 


Costs 

Teachers need to engage pro-actively with the consultant 

and be prepared to implement the strategies back in their 

classroom. 

A Trailblazer consultant will work closely with teachers to 




provided. 

A resource pack will be provided. 

£150 for half a day with a consultant. 

£250 for a full day with a consultant. 

49


Trestle Theatre Company: Yarico Performance 

Trestle Theatre Company is a mask and physical 

theatre company with a highly-regarded arts 

education programme. As a charity, our mission is to 

inspire people’s creativity through participation and 

dialogue. 

This particular project is a show and workshop 

programme centred on the true story of Yarico, a 

young woman in the 17 th century who saved and 

loved a man who then repaid her by selling her into 

slavery. In bringing her story to life through theatre 

and drama, we explore Yarico’s world and her 

experience, as well as relating it to the contemporary 

plights of women who are exploited and enslaved. 

Yarico is a woman from a Native American culture, a 

saviour, a lover, a mother, a slave, a freedom fighter; 

in the Nineteenth Century, a children’s alphabet 

book described ‘Y is for Yarico’, showing how popular 

she must have been at that time. We believe that she 

has much to say to us today and hope that this 

programme will support students in discovering 

more about her, relating that to the present and 

inspiring people to engage with the basic questions 

of how we value and treat other human beings. 

More information can be found here. 

Format/Dates 

Suitability 

Performance followed by discussion for a large number of 

students, then workshops for smaller numbers. A 

common model for a whole year group of 180 students is 

a morning show then 6 one hour workshops. There is an 

option to have a two-hour workshop for are class. Schools 

can also just book the show or just book workshops, 

which will include a short ‘storytelling’ version of the 

Yarico story at the start of the workshop. 

The performance of Yarico is suitable for upper Primary 

and Secondary students. Workshops can be adapted from 

KS2–5. We can also offer teacher CPD sessions. The story 

of Yarico can be related to the English, Drama, Citizenship, 

50


History, PSHE and Religious Education Curriculum. We can 

provide a performance to a large group of students - 100+. 

We usually cap our workshops at 24 students, but could 

go up to 30/40 depending on age and ability and with two 

facilitators. We can provide CPD for up to 15 teachers at a 

time. 


The learning outcomes for this project are varied and can 

be tailored depending on the focus of the workshop. 

For students, the project will: 

• Provide an experience of a live theatre 

performance. 

• Increase awareness of SMSC and British Values 

relating to Citizenship, PSHE and Religious Studies 

• Raise awareness of issues surrounding modern 

enslavement and women’s emancipation. 

• Cover performance and verbal skills related to the 

spoken language aspect of the English National 

Curriculum for key stages 1–4. 

• Build on transferable skills related to taking part in 

a drama workshop such as, communication, 

speaking and listening, working in a team and 

building confidence. 

• Offer an introduction to drama and storytelling or 

a more in depth exploration of specific drama and 

devising skills including mask work on a basic, 

intermediate or advanced level. This can easily be 

related to the Drama and Theatre Studies 

curriculum in KS4 or KS5. 

For teachers, the project can: 

• Support them to engage with drama in a simple 

way in their classrooms. 

• Provide in depth training in mask or physical 

theatre. 

• Provide creative solutions to enabling discussions 

on SMSC topics such as identity, religion and race. 


We would need an initial planning consultation with each 

teacher to determine the best times and arrangements for 

51


performances and workshops and the specific targets and 

aims for each workshop. This can be done over the phone. 

We would need a teacher to be present at every 

workshop and enough teachers present at a performance 

to chaperone the number of students. The performance is 

25 minutes with potential for a 20-30minute question and 

answer session with the actors and workshops can be 

anything from 50 minutes to 2.5 hours. 


Trestle can offer CPD and INSET workshops on mask and 

physical theatre at basic, intermediate or advanced levels. 

We expect teachers to be engaged in the workshops with 

the school participants offering the opportunity to see our 

process in practice and learn from a Trestle specialist. We 

can also provide resources and notes to support the 

teachers to use exercises they have seen in the workshop 

in their own classrooms or continue discussions started in 

the workshop. 


end? 

Other 


Teachers can be left with Yarico resources, which include 

lesson plans in all the above subjects and details of the 

historical sources of the story and matters of 

contemporary relevance. 

Yarico Resource Pack and Mask sets which provide 

teachers with the tools for developing the material 

further. 

Costs Single performance: £350. 

Single performance plus one workshop for one class: 

£400. 

Single performance plus two workshops: £500. 

Further workshops will cost £100 per each additional 

class. 

52


V&A Exhibition: Opera; Passion, Power and Politics 

The Victoria & Albert Museum (V&A), offer a wide 

range of gallery tours, practical workshops, 

exhibition visits, events, screenings and projects for 

pupils aged from Foundation Stage to Key Stage 5. 

In 2017/18, the Royal Opera House and the V&A are 

collaborating on an opera-focused exhibition which 

will take students on a journey through different 

operas. The exhibition compliments the ROH Design 

Challenge (Secondary) and Design Challenge (FE) 

projects- see page 98 and 117 of the catalogue. 

Opera: Passion, Power and Politics runs from 

Saturday 30 September 2017 – Sunday 25 February 

2018. 

Told through the lens of seven premieres in seven 

European cities, this immersive exhibition takes you 

on a journey through nearly 400 years, culminating in 

the international explosion of opera in the 20th and 

21st centuries. 

Operas featured in the exhibition are: 

L’incoronazione di Poppea (1642) 

Rinaldo (1711) 

Lenozze di Figaro (1786) 

Nabucco (1842) 

Tannhauser (1861) 

Salomé (1905) 

Lady Macbeth of Mtensk (1934) 

More than 300 operatic objects will be on display, 

including Salvador Dali’s costume design for Peter 

Brook’s 1949 production of Salome; Music in the 

Tuileries Gardens by Edouard Manet, a masterpiece 

of modernist painting contextualising Wagner’s 

modern approach to music in 1860s Paris; the 

original score of Verdi’s Nabucco from the Archivio 

Storico Ricordi in Milan; and one of two surviving 

scores from the first public opera (L’incoronazione di 

Poppea). 

53


Format/Dates 

Suitability 





end? 

Booked in timed slots as requested by schools. 

Exhibition entry is self-guided and groups are given timed 

slots for entry. Large groups may have to split across two 

timed slots. Bookable time slots are between 10.00 – 

14.30. Please request your preference when booking. 

We currently have no age restrictions on any of our 

exhibitions. 

Please note that the Opera: Passion, Power and Politics 

exhibition supports the ROH Design Challenge for 

Secondary schools and Colleges. 

Teachers should accompany their groups at all times. 

Teacher Student Ratios: KS1&2: 1 adult to 6 students and 

KS3-5: 1 adult to 15 students. 

Join us at a free Teacher Twilight and explore and learn 

about the latest exhibitions with our experts. Enjoy a drink 

with colleagues and pick up free teachers’ resources. 

More information about upcoming Teacher Twilights and 

exhibition resources can be found on our teacher pages. 

Find out more and register your interest at 

Schools@vam.ac.uk. 



provided. Exhibition catalogues are available for largerscale 

shows and other information and links may be 

available on the V&A’s website. 

54


Other 


The V&A has a number of other exhibitions suitable for 

school groups at the same cost throughout the 2017/18 

academic year, all of which are on offer to Trailblazer 

schools. 

Please indicate in your programme selection which 

exhibition you would like to sign up for. 

Balenciaga: Shaping Fashion (27 May 2017- 18 February 

2018) 

Plywood (15 July 2017- 12 November 2017) 

Winnie-the-Pooh: Exploring a Classic (16 December 2017- 

8 April 2018) 

Iranian Art (20 January – 29 April 2018) 

Future Design (19 May – 4 November 2018) 

Frida Kahlo (16 June – 28 October 2018) 

Find out more here 

The V&A also offers Discovery Sessions for Primary school 

groups which are free of charge. These can be booked 

with the V&A directly: 

https://www.vam.ac.uk/info/primary-schools 

Costs 

£3 entry per student or teacher (unless stated otherwise). 

Teachers receive a complimentary exhibition ticket when 

making a group booking in order to make a preparatory 

visit. 

55

Primary-specific Offers 

56

PRIMARY 

Mercury Theatre: Story-building Workshops 

For Primary Schools, the Mercury Theatre delivers a 

ten-week programme of drama and story-building 

workshops that can be tailored to fit a particular 

curriculum theme. 

The model has been created in partnership with 

Primary School teachers in Essex and has proven to 

have impact on students speaking and listening skills, 

classroom resilience and pupil confidence and selfesteem. 

This work has proven in one school to have 

supported improved combined reading writing and 

mathematics results from 65% to 88% over an 

academic year. 

Examples of past story building sessions have been 

built around Essex Folklore and Supporting Mental 

Health. 

Format/Dates 

Autumn Term: 10-week programme of 60 minute 

workshops, plus a 30minute planning and evaluation 

meeting with the teacher. 

Two practitioners work with the class teacher prior to and 

during delivery, in order to fit sessions to the needs of the 

classroom learning. 

Delivery of story building workshops can be negotiated on 

a bespoke basis based on the needs of the school. 

Suitability 


Workshops can be for a class of 30 Reception through to 

Year 6 students. We can work with a minimum of a single 

class through to whole school delivery, subject to budget 

allocation. Activity is mainly aimed at Primary schools and 

SEN. 

Workshops and delivery are built around the topic, theme 

or activity that is the focus of the class. Activity is designed 

to complement classroom and curriculum learning, 

support quality and teaching, and assessment and 

outcomes. 

57

PRIMARY 

Workshops can support a range of cross-curricular 

activities including literacy development, speaking and 

listening, history, geography, British values, character 

education – resilience, moral dilemmas, empathy and 

honesty. 




end? 

Other 


Costs 

A large space, e.g. the school hall, is desired. Teachers will 

need to be involved during the sessions and allow 30- 

minutes post session to evaluate with the practitioners, in 

order to plan for the following session. 




The story-building workshops can work towards a 

performance if that is a desired outcome for the school. 

We have worked with clusters of schools who wish to 

share their stories with one another. 

The story-building workshops are facilitated by 

practitioners who research each project and are able to 

provide and develop scripts and delivery resources. The 

main aim of this work is to utilise what the school already 

has at its disposal and using what they already teach. 


Practitioners can work with a single class, a year group or 

the whole school, subject to budget allocation. 

58

PRIMARY 

New English Ballet Theatre: Remembrance Project 

New English Ballet Theatre (NEBT) was created to 

nurture a new generation of classical dancers, 

choreographers, artists and designers. Our singular 

USP - to develop emerging ballet choreographers and 

act as a bridge company for young, professional 

dancers – has no equivalent in the UK. NEBT has 

recently become the ‘resident’ dance company at the 

Thameside Theatre, Grays and is developing a 

partnership with Thurrock Borough Council to expand 

our outreach activities in the local community. 

For NEBT’s 2017/18 performance season, we are 

commissioning a new ballet inspired by the centenary 

commemorations of the end of World War I, entitled 

Remembrance. Remembrance includes an original 

concept and libretto by Greg Billingsley, and will be 

choregraphed by Wayne Eagling to Frederick Handel’s 

Ode of St Cecilia’s Day. 

NEBT’s Remembrance project will introduce the 

principles of ballet and use unknown stories and 

poems associated with WWI as an initial stimulus, to 

deliver an education outreach programme that is 

highly suitable for core and non-arts subjects. 

The workshops will comprise a short warm-up 

followed by a creative task that will focus on the 

development of a short sequence of choreography 

using Handel’s Ode of St Cecilia’s Day. Students will 

look at a variety of stimuli and a range of basic ballet 

steps that they can build upon and develop as they 

create their own short dances. They will be given the 

chance to share their work in a final performance. 

Format/Dates 

The project includes four sessions of two hours each to be 

completed within four consecutive weeks. The project can 

take place between October 2017 and June 2018. 

The first session will build on the resources provided and 

start an illustrated history of ballet, it’s origins and 

evolution from being a French court dance to being a 

59

PRIMARY 

highly demanding performing art form. Students will have 

the chance to touch and feel a pair of pointe shoes and 

watch a demonstration of how to stand on pointe. 

Students will then learn some rudimentary ballet steps 

and (French) vocabulary through a warm-up and 

movement sequence and experience how the classical 

style differs from other genres of dance. The second 

session will build on the students’ ballet vocabulary and 

will provide opportunities for further exploration of 

moving to various stimuli explored prior to NEBT’s visit 

including; poetry, music, photos/art, and history. Students 

will have the chance to improvise and develop small 

sequences individually and in groups. The third session will 

give students the chance to practice and rehearse steps 

they have created. In the last session, students will have a 

final rehearsal before taking part in a sharing performance 

for parents and other children from the school/ 

community. 

Suitability 


Primary students in KS2. Each workshop is delivered to the 

same group of children in one class. 

Learning outcomes will include: 

Curricular: 

• English; children will learn new literature and poems 

around WWI. They will read and research poems by British 

writers during WWI and the poetry and songs by Rudolf H. 

Sauter, an Austrian who was interned at London’s 

Alexandra Palace during the war. The students will learn 

how to construct well-structured descriptions, 

explanations, expressive feelings and narratives around 

the events during the end of the First World War. 

• History: by exploring the challenges for Britain in the 

First World War and the Peace Settlement, children will 

identify significant events, make connections, draw 

contrasts, and analyse trends. 

• Languages: through learning the elements of ballet, 

children will have the chance to explore the patterns and 

sounds of French and link the spelling, sound and meaning 

of words. 

• PE: children will develop their co-ordination, creative 

problem solving and movement vocabulary. 

60

PRIMARY 

Artistic: 

• Art & Design – children will have the chance to compare 

and contrast a range of art work and photographs 

depicting scenes from WWI and daily life during the war. 

They will also understand how art and photography both 

reflects and shapes our history, and contributes to the 

culture, creativity and wealth of our nation. 

• Music – children will listen to Handel and other pieces of 

classical music and evaluate the genres, styles and 

traditions, including the works of the great composers and 

gain an understanding about instrumentation, rhythm, 

musicality within compositions created, produced and 

communicated. 

SMSC: 

The workshops will help develop enjoyment, imagination 

and creativity. Through improvisation and creative 

teamwork, children will learn to appreciate diverse 

viewpoints; participate, volunteer and cooperate; and 

resolve conflict through respect and tolerance of others. 


Preparation for NEBT’s sessions is up to the teacher in 

terms of which curricular area is selected. The resource 

pack will have a range of ideas that could be used over a 

full term, half-term or a few weeks. 

We kindly ask for the school to provide the appropriate 

number of staff to be present during the activity for 

safeguarding best practise. Please provide access to a large 

open space (e.g. assembly hall, dance studio), a sound 

system (with iPod jack) and a computer/projector to run a 

PowerPoint presentation. 



end? 




There will be a sharing performance for parents and other 

children from the school/ community. 

With permission, this sharing performance will be filmed 

for the teachers’ further use. The school will also be 

offered the chance to bring students to see NEBT perform 

61

PRIMARY 

Remembrance when it is performed at the Thameside 

Theatre in October 2018 (date to be confirmed). 

Other 


Costs 

Prior to the workshops, NEBT will provide teachers with a 

resource pack with ideas for various pieces of poetry, 

music choices, photos and art work created between 

1914-1918, a range of historical unknown facts around 

WWI, suggestions for local history discovery during WWI, 

as well as a short history of the origins of ballet from the 

French court. Post-workshop activity examples will also be 

included. 

£780 for the four-session workshops. 

62

PRIMARY 

Punchdrunk Enrichment: A Teacher-led Adventure 

“This project had a big impact on reluctant 

writers” (Year 3/4 Teacher, 2016). 

Punchdrunk is an award-winning international theatre 

company with a reputation for ground-breaking 

productions that blend classic texts, physical 

performance and design installation in unexpected 

sites. 

Since 2008, Punchdrunk Enrichment has delivered 

magical projects with over 100 primary schools, taking 

Punchdrunk's immersive ethos and high production 

values into school settings, creating experiences to 

inspire and ignite pupils’ imaginations and accelerate 

learning. 

Trapped inside the pages of a dusty old book, two tiny 

people are itching for adventure. If you find a book 

mysteriously moved or fallen from the shelves of your 

local library, you might wonder if they are near… 

A Teacher-Led Adventure is a brand new Punchdrunk 

Enrichment project exclusive to Thurrock schools in 

the Autumn Term 2017, led by the teacher in the 

classroom. After reading a mysterious book about two 

tiny people, their adventures become surprisingly real… 

as they escape from the book’s pages. Will the pupils 

be able to get them back to safety, before it’s too late? 

A Teacher-Led Adventure aims to inspire and develop 

imaginative teaching practices for literacy; placing the 

teacher at the centre of the creativity. 

WHAT YOU CAN EXPECT: 

● Intrigue begins as you and your class read a 

mysterious old picture book about two mischievous 

and messy tiny people with a love of stories but when 

you return to the book the following day the pages are 

all blank, except for two sets of tiny footprints… and 

you discover that the tiny characters have escaped. 

63

PRIMARY 

● Your class will be tasked with tracing their 

movements around the school, discovering sock 

sleeping bags, stolen pencils and tiny tipis in trees 

where they have camped out. 

● The only way to return the characters to the safety of 

the book’s pages is to write them a story - and time is 

pressing as they are in danger out in the world of big 

people. 

For more information about the project visit 

Punchdrunk’s website here. 

Format/Dates 

One day CPD at Fallow Cross, Punchdrunk’s research and 

development space in London, on Friday 06 October 2017. 

6 literacy lessons over a period of 6 days – 2 weeks in the 

Autumn term 2017, scheduled and led by the teacher. 

Suitability 


One teacher and their class. 

Suitable for Year 1 - 4. 

The project aims to ignite and inspire a passion for writing 

whilst raising standards in reading, speaking and listening. 

Each student will write their own story, make a map of 

their school and write a letter over the course of the 

project. 

Teacher commitment Attendance at CPD. Delivery of project in school across 6 

literacy lessons. Completion of project evaluation. 



end? 

As the facilitator of this project, the teacher will gain 

practical skills to develop creative literacy teaching 

practices. CPD will support teachers to design their own 

projects to continue the legacy of this work. They will be 

given a detailed briefing on the project and work with 

Punchdrunk Enrichment creatives to explore creative 

practice in the classroom, culminating in a structured plan 

for a project of their own. 

The children’s stories successfully entice the characters 

back to the safety of their book, with tiny footprints left all 

over them to prove the pair have read them thoroughly. 

64

PRIMARY 

You and your class have one final task, to return the book 

to its original owner… 

Other 


• Detailed teacher instruction pack. 

• Toolkit of handmade props and materials for simple 

design installations. 

• A day by day plan for 6 literacy lessons. 

Costs 


“The children were very keen to write about where they 

thought the characters might be, with lots of original ideas 

and good quality writing”. (Year 3 Teacher, 2016). 

65

PRIMARY 

Royal Opera House: Chance to Dance 

Chance to Dance (CTD) was launched in 1991 by the 

Royal Opera House, home of The Royal Ballet. The 

programme has been running for 25 years and offers 

children an opportunity to experience ballet and 

connect with the Royal Opera House’s wider 

programme. Chance to Dance aims to reach children 

who do not currently engage with or have access to 

ballet. The programme now reaches 181 primary 

school children annually through weekly dance 

classes and a further 1500 children through school 

projects. 

Chance to Dance – School Projects provide Year 3 

pupils the opportunity to see, participate in and 

enjoy ballet through demonstrations by the Royal 

Ballet and in-school practical workshops. 

Following the School Projects, selected pupils will be 

invited to attend an audition workshop to join the 

full Chance to Dance Company, participating in 

weekly ballet classes, with opportunities to attend 

performances and events at the Royal Opera House 

and dance alongside professional ballet dancers in 

the end of year performances. 

Format/Dates Autumn term 2017: 

Thursday 21 September, 16:00-18:00 – INSET for Year 3 

teachers. 

An after-school INSET session at High House Production Park 

for all the Year 3 teachers involved in the project. This is an 

introduction to the CTD programme and the ballets that the 

children will be exploring. The INSET will provide guidance 

on how teachers can support children during the workshops 

and continue to deliver dance activities in the school. 

w/c 18 September – Planning meeting 

Year 3 teachers will meet with the CTD practitioner to 

discuss the project and share information about their class. 

w/c 25 September - Royal Ballet Performance 

Demonstration in Thurrock (venue tbc) 

66

PRIMARY 

All Year 3 pupils and their teachers will attend a 

performance demonstration, featuring dancers from the 

Royal Ballet. The demonstration will include live 

performance extracts from a variety of different ballets. 

w/c 2 October to w/c 6 or 13 November - 

Weekly dance workshops 

All Year 3 children and their teacher will participate in a 

series of five weekly one-hour creative ballet workshops 

(one workshop per class) in the school led by a CTD 

practitioner, assistant and accompanied by a pianist. 

w/c 6 or 13 November - Sharing for peers and family 

During their fifth workshop, Year 3 pupils will share the 

results of their work with their peers and family. The CTD 

practitioner will introduce CTD to parents and answer any 

questions. 

w/c 21 November – Selection and evaluation meeting 

Year 3 teachers will work with the CTD practitioners to 

identify pupils to invite to the Chance to Dance Company 

selection workshop. 

w/c 4 December - Chance to Dance Company selection 

workshop 

Teachers will bring invited Year 3 pupils to the selection 

workshop. Children who are successful in this workshop will 

join the CTD Company. 

Suitability 


All Year 3 pupils. 

By the end of the project pupils will have: 

• an understanding of ballet with a basic knowledge of 

what makes it distinct from other dance styles. 

• the ability to generate movement and explore 

different ways of moving and responding to a range 

of stimulus and themes. 

• increased co-ordination and ability to be creative, 

yet controlled in their movements (KS2 PE 

curriculum). 

67

PRIMARY 

• the ability to observe, describe and reflect on their 

own and others’ work individually and 

collaboratively. 

• increased confidence in exploring movement and the 

ability to work co-operatively with others to 

generate movement. Including teamwork and 

communication (SMSC principles). 

• changed perception of and desire to participate in 

dance in the future. 


By applying for this project schools agree to: 

• Identify a named teacher who will act as the main 

point of contact for all arrangements connected to 

this project (July 2017). 

• Commit to the whole project and confirm all the 

dates and times (July 2017). 

• Ensure that Year 3 class teachers are available to 

attend the INSET and the planning & evaluation 

meetings, and be responsible for their classes at all 

times. 

• Confirm the arrangements are in place for all Year 3 

pupils to attend the Royal Ballet demonstrations in 

September 2017. 

• Provide a clean warm space (school hall or gym) 

large enough for dance, which is available for all the 

project dates, times and activities (confirm by July 

2017 for use in Oct / Nov 2017). 

• Organise a sharing of the Year 3’s work for the school 

and parents (Nov 2017). 

• Send out invitations letters (provided by the Royal 

Opera House) to pupils’ families who have been 

chosen to attend the selection workshop (Nov 2017). 

• Provide staff to bring selected pupils to the CTD 

Company audition. 

• Help to distribute and collect consent forms and 

contact details from the families of those pupils 

invited to join the CTD programme (Dec 2017). 


The teacher INSET at the beginning of the project will build 

Year 3 teachers’ skills and confidence to fully participate in 

the creative dance workshops and learn tools for delivering 

68

PRIMARY 

creative dance in school beyond the end of this project. 

Suitable for all Year 3 teachers with little or no experience of 

dance. The session can be adapted for teachers with some 

experience. 


end? 

Other 


Costs 

Chance to Dance School Projects work towards a sharing for 

parents and pupils from other year groups to enable Year 3 

pupils to share their work with others and gain the 

experience of performing. This sharing is also intended to 

raise awareness of the project within the school. 

Time will be allocated after the sharing for CTD practitioners 

to talk about the programme and answer any questions. 

We will provide a concise resource pack to accompany the 

teachers Inset session. The schools and parents will receive a 

welcome pack with information about the Chance to Dance 

programme. 

£600 for 1 – 2 classes. 

£720 for 3 – 4 classes. 

69

PRIMARY 

Royal Opera House: Create and Sing Carmen 

The Royal Opera House: Create and Sing Carmen is a 

new Dramatic Singing Project that has been piloted in 

the 2016/17 year with Primary schools in Thurrock. 

Create and Sing aims to inspire teachers and young 

people to sing, engage with and enjoy opera, and to 

raise the standard of singing in the school. It seeks to 

provide Primary schools with a new route into singing 

through engagement in operatic repertoire (Carmen) 

and by linking singing to drama and character. 

Teachers will be provided with CPD training, a 

scheme of work, weekly films and learning resources 

to support and build their confidence in the delivery 

of dramatic singing in the classroom. This programme 

has been designed for teachers with or without 

previous experience of singing. 

Format/Dates 

Week commencing 11 September 2017: Teacher CPD Day 

at High House Production Park. 

September - November 2017: Project delivered in school 

by teachers (10-week project not including half term). 

End of November 2017: Final sharing in school. 

Suitability 


Suitable for KS2. 

Student Learning Outcomes: 

• Confidence when using voice. 

• Improved control and an awareness of how to create 

and manipulate sound. 

• Singing with expression. 

• Having an awareness of how to sing healthily. 

• Familiarity with a different genre of music. 

• Team work building. 

• Understanding of telling a story through voice and 

movement. 

• Ability to reflect on character and story and its relevance 

to them and their lives. 

• Ability to critically reflect on performance as i) an 

individual and ii) as an audience member. 

70

PRIMARY 

Cross curricular Links provided through programme across 

following areas: 

• English, Science, British Values and SMSC, Maths, PE, 

Music, Art, History and Geography. 




end? 

Other 


Costs 

Attendance at CPD session. 

10 weeks of delivering sessions during school time 

(minimum of 45 minutes per week, however the 

programme will work best used as a topic across the 

whole term). 

1 sharing in school time. 

This programme is initiated with a teacher CPD, along with 

midway support. 

Performance of the work created is shared in school. 

All learning resources provided: 

• 10 films to show in the classroom. 

• Backing tracks. 

• Easy piano score (for those able to play piano). 

• Skills resource bank for the lead teacher (written and 

film). 

FREE 

71

PRIMARY 

Royal Opera House: Design Challenge (Primary) 

The Royal Opera House’s world class opera and 

ballet productions are brought to life on its worldfamous 

Covent Garden stage through the amazing 

work of designers, artists and craft makers who 

create and manufacture the sets and costumes for 

the productions. 

The Design Challenge competition gives students 

the opportunity to test and develop their design 

skills, based around an opera or ballet production. 

This year, the Royal Opera House will be piloting 

Design Challenge (Primary), a ten-week teacherled 

scheme of work taking students through the 

process of designing for theatre, exclusive to 

Thurrock Trailblazer schools. 

Format/Dates 

Teachers will be introduced to the project and 

resources at a CPD on Wednesday 10 January 2018, 

13:00-17:00, High House Production Park. 

Teachers will deliver the 10-week scheme of work in 

class through the Spring Term using the resources and 

lesson plans provided. Each student will produce their 

own designs and final piece, although there will be 

plenty of group activity and partner work throughout 

the process. 

Children will critique and experiment with materials 

and design ideas, and record their creative process in a 

‘Design Journey’ book that they will create. Suggestions 

as to how students can create these will be provided at 

the CPD. 

Teachers will choose one finalist for every ten students 

and submit their work to be judged by ROH 

professionals alongside students work from other 

schools by Friday 30 March 2018. The winner will be 

announced on Tuesday 17 April 2018 on the ROH 

website, and the school with the winning student will 

be awarded an experience for their class before the 

72

PRIMARY 

Swan Lake Schools Matinee on 06 June 2018 at the 

Royal Opera House in Covent Garden. 

Suitability 

The project is suitable to run with Year 4-6. One teacher per 

class will need to attend the CPD. 

The teacher does not need to be a specialist in art and 

design. 


1. Working to a real stage director’s brief. 

2. Create a Design Journey to show their process and 

document their decisions. 

3. Select and refine their ideas and justify their choices. 

4. Practical making skills. 

5. Play with and develop their ideas individually and in 

groups. 

6. Consider elements of construction and materials (linking 

to Maths and Science). 

7. Discuss and ‘pitch’ their ideas. 

8. Team work and negotiation. 

9. Understanding of theatre and introduction to design 

process. 




end? 

Other 


Attendance at CPD and delivery of a ten-week scheme of 

work, supported by resources and the Royal Opera House 

team. 

In the CPD, teachers will be introduced to the project and 

10-week scheme of work. They will also see demonstrations 

and take part in the practical elements of the design process 

Finalists will be submitted to the Royal Opera House by 30 

March and the winner will be announced on Tuesday 17 

April 2018. Schools are encouraged to exhibit their work 

(e.g. in an assembly) and all schools will be given a DVD of 

Swan Lake to watch in the classroom. 

A resource pack will be provided in the CPD, as well as 

pointers to online media that will support the project from 

the ROH and other organizations. 

73

PRIMARY 

Costs 

FREE. 

£155 for an optional 3-hour in-school workshop with a Royal 

Opera House design practitioner. 

Please note that an ROH schools tour of HHPP and the 

Schools Matinee performance of Swan Lake will also 

compliment the offer. 

74

PRIMARY 

Royal Opera House: National Nutcracker 

National Nutcracker is a professional development 

opportunity in dance for KS2 teachers with little or 

no dance experience. It aims to give you the skills to 

create a dance with your class. It will connect your 

pupils with dance, The Royal Ballet and the Royal 

Opera House and get them moving; unlocking their 

imagination and developing their team working 

skills. 

It is a ten-week programme led by the teacher with 

resources from the Royal Opera House, including 

films and lesson plans. 

During the Autumn term, you will work with your 

class in PE, or run an afterschool club, to 

choreograph a creative challenge dance inspired by a 

theme from The Nutcracker and the characters from 

the ballet. The teacher will select one of the 

following themes: 

• Transformed by Magic 

• Travelling to Faraway Lands 

• Let the Battle Commence 

The world of the Royal Ballet will be brought into 

your class room each week via a series of short films 

designed to motivate your class to create their own 

dance. At the end of the ten weeks, you can film and 

enter your dance into the National Nutcracker 

competition in order to win a prize. 

A celebration screening of The Nutcracker will be 

held at a local cinema for all participating classes, to 

mark the end of the project and acknowledge the 

student’s achievement. 

A regional winner will be selected by The Royal 

Opera House judging panel, to win a dance 

workshop led by ROH dance practitioners in the 

Spring Term 2018 (on an agreed date). 

75

PRIMARY 

The national winner will win tickets and transport for 

the class to attend a Royal Ballet production in the 

Spring Term 2018. 

Watch the trailer here to see clips of the project in 

action: 

Format/Dates 

CPD in Summer Term: 

Friday 07 July 2017, 09:00-16:30, Rambert Dance Studios. 

Autumn Term 2017: 

First episode sent w/c 11 September. 

Deadline for midpoint feedback: Friday 16 October. 

Deadline for Creative Challenge: Friday 24 November. 

Cinema trip to watch The Nutcracker in December. 

Prizes for regional and national winner will be offered in 

the Spring Term 2018. 

Suitability 


KS2 Primary & SEN. 1 class per school may be entered for 

the competition and attend the cinema trip. 

PE curriculum links: 

• Develop flexibility, strength, technique, control and 

balance. 

• Perform dances using a range of movement patterns. 

• Be physically active for sustained periods of time. 

• Engage in competitive sports and activities. 

• Lead healthy, active lives. 

There is an opportunity for whole school involvement 

and extended learning. 

There are many possible links to cross curricular subjects: 

• Literacy (Creative writing and storytelling). 

• Maths (symmetry, patterns, angles). 

• Science (ballet technique - balance). 

• Music (Tchaikovsky, BBC Ten Pieces). 

• History and Geography (Christmas traditions in other 

countries, travelling to a far-away land, conflicts and 

battles). 

76

PRIMARY 

• PSHE/Philosophy for Children (Critical evaluation of 

each-others work). 




end? 

• Attendance at INSET in July. 

• Deliver ten 1 hour sessions over the Autumn term. 

• Ensure internet access is available in the classroom so 

that the class can watch weekly episodes before 

creative session. 

• Access to an appropriate space for the class to create 

their dance in. 

• Submit a film of the dance before October half term 

for feedback. 

• Submit a film of the final dance for judging in 

November. 

• Organise the class trip to the Cinema screening in 

December. 

The INSET session is suitable for teachers who are 

absolutely new to dance, with no previous experience 

but also to teachers who have some experience or 

completed the project before. The INSET will explore 

different sections of the Nutcracker each year, so that 

there will be further learning opportunities for those with 

prior experience of the project. 

Teachers submit their finished dance and the class 

attends a cinema celebration. We encourage teachers to 

find opportunities to perform their finished dance to a 

live audience, in assembly or as part of a Christmas show, 

so the children feel the benefit of performing to an 

audience and the teachings from the Royal Ballet dancers 

during the weekly lessons become embedded in practice. 

Teachers are encouraged to continue delivering dance in 

the classroom and engaging with ballet as an art form. 

We also encourage teachers to share their new skills with 

colleagues and to take part in the project the following 

year, to deepen their learning and experience. 

Other 


• Online weekly episodes for class to watch, presented 

by CBBC presenter Radzi and featuring Royal Ballet 

dancers. 

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PRIMARY 

• Ten-week scheme of work document with lesson plan 

ideas (digital version). 

• Supporting videos exploring ballet, the Royal Opera 

House and choreography on ROH YouTube channel. 

• Bespoke Arts Award Discover and Explore pdf. 

• Feedback and troubleshooting ideas from ROH 

practitioners after October half term. 

Costs 

£150 per 30 students. Please note, one class per school 

may be entered for the competition and attend the 

cinema trip. 

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PRIMARY 

V&A: Primary Discovery Sessions 


range of gallery tours, practical workshops, 

exhibition visits, events, screenings and projects for 

pupils aged from Foundation Stage to Key Stage 5. 

The Primary Discovery Sessions are part of a wide 

range of workshops and gallery-based session that 

we offer for Schools & Colleges. To find out about 

the full range of opportunities please see the ‘Learn’ 

page of our website or contact us by 

emailing schools@vam.ac.uk. 

These 1 hour gallery-based sessions give pupils the 

chance to explore the galleries and investigate 

objects first-hand, to bring to life a range of crosscurricular 

themes. Our session topics include themes 

related to Art & Design, RE, Science, Maths and 

History. For a full list of topics please see our 

website. 

Format/Dates 

Suitability 


We offer these Monday – Friday during term time, 3 times 

a day – 10:30, 11:45 and 13:00. 

Up to 30 per group, EYFS – KS2. 

Develop visual literacy and inquiry skills through exploring 

objects first hand and uncovering their stories. 

Some of the sessions include designing and making in 

response to the collections. 



Attendance at CPD session. Providing information about 

the class before the visit. 




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PRIMARY 


end? 

Other 



activity back into the classroom. 

Session plans can be provided. The V&A also have a rich 

source of material online which teachers can access 

before or after a visit. 

There is also a bank of teachers’ resources here. 

Costs 

FREE. 

80

Secondary-specific Offers 

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Barbican: Barbican Box 

The Barbican Guildhall Creative Learning’s Barbican Box 

launched in 2011 as a theatre education programme for 

secondary schools and FE colleges in east London. Inspired by the 

Barbican’s world class arts programme, the Barbican Box is, 

literally, a portable box filled with the ingredients for making and 

creating original theatre. 

Created in collaboration with artists and associate companies 

such as Complicite and Toneelgroep Amsterdam, and inspired by 

the Barbican’s theatre programme, the Boxes contain a range of 

stimuli designed to encourage an imaginative, adventurous 

approach to arts learning. They are accompanied by a bespoke 

package of learning resources for teachers and students. 

The project kicks off with the CPD weekend, after which the Box 

and accompanying learning resource (which provides a 

framework for the devising process) are sent into schools. 

Teachers are then matched with an Artist Mentor, who goes into 

schools and delivers three devising workshops at the beginning, 

middle and end of the process. During this time, teachers will 

bring students to the Barbican to see a performance in the 

Theatre, and the project culminates in a showcase day, when 

students share the work they’ve created with other schools on 

the Barbican’s stages. 

We are able to offer 2 Barbican Box Theatre opportunities. 

Therefore 2 Thurrock Secondary school classes will be able to take 

part. These will be allocated on a first come first served basis, via 

the Thurrock Trailblazer programme selection application. 

Format/Dates 

It starts with a CPD for teachers on Friday 29 and Saturday 

30 September 2017. 

The Box is delivered to the school in the following week. 

Schools can opt to take part in either Block 1 (September - 

March) or Block 2 (January -July). 

Suitability 

Secondary, SEN and Colleges. KS3 - KS5. 

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The project was created to be as flexible as possible to suit 

schools, and it can be used by teachers to support learning in 

whatever way they feel best: to support devising units at GCSE 

or A-Level, as an introduction to GCSE for KS3 groups, or as an 

extra-curricular programme. 

Teachers are committed to a 2-day CPD. 

Running lessons and hosting artists within school time and 

organising the students’ attendance at the performance 

day at the Barbican. 

There is a 2 day CPD for the teachers, which is led by 

the artistic partner for Barbican Box, supported by 

the Artist Mentors who deliver the work in schools. 

The CPD works through a number of creative 

approaches to working with the Box and its contents 

in school with students. 


end? 

There is a live showcase / performance element at the end 

on stage at the Barbican. 

Teachers and students from up to four schools to share the 

original work that they’ve created over the past few 

months. 

They have a technical rehearsal with our professional 

technical team, as well as time to rehearse their work and 

feedback on their experience of the project through an 

evaluation session. 

All schools then come together to perform their work to 

each other and an invited audience of family, friends and 

guests. 


Schools taking part in Barbican Box receive: 

• The Box itself and an accompanying learning resource. 

Boxes include objects which relate to different stages of 

the devising process: objects for building trust within the 

ensemble/group (balls, elastic bands), text (published 

play text such as extracts from Angels in America, poetry 

or primary source accounts of political events such as 

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Rosa Parks), objects for inspiring creative work (a selfie 

stick, a megaphone, a rubber chicken!). 

• Teacher CPD training. 

• Tickets to theatre performance. 

• Mentoring and Workshops from professional artists. 

• The opportunity to showcase original work at the 

Barbican. 

Costs 


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SECONDARY 

Mercury Theatre: hACkT - Exploring STEM and Digital 

Technologies Through Theatre Making 

The Mercury Theatre’s hACkT is a makerspace; a 

collaborative work space in a school setting for 

making, learning, exploring and sharing that uses high 

tech equipment, no-tech tools, drama and creativity. 

Schools and Students have three project options to 

choose from: 

1. Immersive Theatre: Create an immersive and 

interactive theatrical experience. 

Made popular by the ‘escape the room’ craze, 

immersive theatre is becoming more popular than 

ever with companies such as Secret Cinema leading 

the way. Combining video game mechanics, 

challenging puzzles and performance skills these 

experiences take theatre to the next level! This hybrid 

project requires students to devise narratives, 

characters, puzzles, mechanics fusing the application 

of mathematics, engineering and computing with the 

empathetic and aesthetic needs of creating an 

audience experience. 

2. Gamified Theatre: Produce a Play in a Virtual 

World. 

Young people will produce a play, however, rather 

than perform on a traditional stage 

in front of a seated auditorium all aspects of 

rehearsal, production and performance take place in a 

multiplayer game session of a popular sandbox game, 

Minecraft. 

This project develops the skills needed for UX and UI 

design in professional video game making. Whilst 

engaging with digital processes, coding and gaming 

infrastructure young people will develop the skills 

involved with producing a play: teamwork, leadership, 

communication, problem solving, text analysis, 

creativity and imagination to create a piece of theatre 

that exists only in a virtual world. 

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3. Digital Theatre Design: Using Projection Mapping, 

Animatronics and Electronics to Design Awe Inspiring 

Theatre Sets 

This project employs mathematics to create work in 

scale. Creating ideas at table-top level and realising 

them on a scale that relates to the real-world user and 

audience experience. Interactivity will allow young 

people to engage with electronics, circuitry and 

resistant materials. 

Students get to grips with modern theatre design, 

learning how to create their own animatronics, 

revolving stages, projected scenery, wearable 

technology and special effects. This project explores 

the relationship between STEM subjects and their 

creative applications. These skills are related to 

careers in live events, concerts, exhibitions, 

performances. 

Format/Dates 

1 week long project (5 school length days and can be 

delivered in half term). The project will be delivered by 2 

facilitators. 

The hACkT Makerspace needs a clear room that can be 

used as a workshop and performance space and have the 

capacity for delivery to a maximum of 30 young people. 

Plug sockets and Wi Fi connectivity are required in the 

room. The hACkT Makerspace must have sole use of the 

space for 5 days. 

Suitability 


Secondary school pupils. Suitable mainly for KS3 but can 

be open to KS4 pupils as well. The activity is cross 

curricular, combining coding, computer science, resistant 

materials with art, drama and English. 

Increasing young people’s engagement in STEM by: 

• Preparing them with the critical 21st century skills in 

the fields of science, technology, engineering and 

mathematics (STEM). 

• Placing Creative thinking and activity at the core of 

STEM delivery. 

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• Providing hands on learning, help with critical thinking 

skills and boosting self-confidence. 

Increasing Post 16 Pursuit of STEM subjects and 

progression into STEM-related study and careers by: 

• Increased cross curricular confidence in class. 

• Working with professional artists and technologists. 

• Accessing equipment and facilities. 

• Sharing real world experience. 

Increasing young people’s employability by: 

• Developing an enthusiastic, motivated, creative and 

skilled STEM-based local workforce. 

• Developing a competent pool of young people with 

employability, creative skills and STEM skills with 

potential for employment. 

• Better informing young people and parents about 

Creative Industries career pathways and employment 

opportunities that need STEM-based skills. 

• Fostering entrepreneurship. 


Teachers are asked to be participants in the activity as well 

– part of the Makerspace mentality. Teachers would 

supervise sessions, provide classroom support and access 

to additional school resources as needed. 

To support the delivery, we ask that teachers from a range 

of departments and subjects are present and involved – it 

is as much about opening up the possibilities and 

vocational pathways of arts and technology rather than 

pigeon-holing the activity into one area. We would ask 

that dance teachers supervise alongside physics teachers 

for example 


Improvements for Teachers and Support Staff by: 

● Supporting STEM subject and pedagogical 

understanding. 

● Supporting classroom learning. 

● Supporting confidence, motivation and enthusiasm for 

STEM subjects. 

● Supporting competence and quality of leading, teaching 

or supporting STEM subjects. 

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● Understanding how to contextualise the curriculum with 

cutting-edge STEM knowledge, employability skills and 

STEM-related careers information. 


end? 

Other 


At the end of the hACkT Makerspace the students will 

share their work through either a live performance, an 

experiential interactive audience event or an online 

performance that is accessed remotely. The sharing can be 

opened up to an audience of staff, students and parents. 

The Mercury will provide enough equipment and 

resources to comfortably work with 25-30 young people, 

we would always recommend that the schools and/or 

students also bring their own Raspberry Pi’s, Arduinos, 

BBC Micro’s, tablets and smart devices. The activity can 

contribute to Arts Award and resources can be included to 

capture evidence suitable for all levels or the qualification. 

Costs £1750. 

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National Theatre: New Views 

New Views is the National Theatre’s playwriting programme 

and competition for schools and colleges. 

Work with professionals: Students follow our specially created 

online course for school-based writing groups; see NT 

productions − in London or in local cinemas via NT Live − and 

take part in workshops with professional writers (October 2017 

– March 2018). 

Write: Students write half-hour plays about the challenging 

issues that matter to them (December 2017 − April 2018), stage 

readings of their work in school and have a chance to see their 

play produced by the National Theatre with a professional cast 

(July 2018). 

Train: Teachers visit the NT for training and support to establish 

and lead thriving extra-curricular writing groups in school or 

college (September 2017). We encourage participating schools 

to combine New Views with the Gold Arts Award and we offer 

Gold Award Adviser training as part of the package (September 

2017). There’s also the chance to submit your play to the NT 

and receive feedback from the Literary Department. 

Format/Dates 

The programme runs throughout the academic year and 

starts with a CPD for teachers Tuesday 03 October, 

10:00-16:00, High House Proudction Park. 

There is also an optional evening at the National 

Theatre on Friday 28 September 2018 from 16:00, with 

an opportunity to watch a performance at the theatre. 

A professional playwright will visit your school on a 

mutually agreed date in November. You will be offered 

a theatre trip/trip to your local cinema to see a 

performance via NT Live between November and 

March. You will be offered a range of dates for this. 

First draft scripts will need to be submitted at the end 

of February. A professional playwright will make a 

second visit to you in March. 

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Suitability Secondary – Years 10-13. 

Final draft scripts will need to be submitted towards the 

end of April. 

Performances and readings of the winning play and 

shortlisted plays will take place at the NT in early July. 

Each school should set up a group of approximately 10 

student writers. If you would like to sign up for the 

project and would like to work with significantly more 

or fewer students, please contact NT Learning. 


• Literacy skills. 

• Creative skills. 

• One-on-one interaction with a professional writer and an 

opportunity to see their work staged with a professional 

cast at the NT. 


Attendance at the CPD. Teachers will be required to stay in 

contact with NT Learning across the school year as they 

liaise about writer visits, theatre visits and submitting 

drafts. 

Teachers can also write and submit their own plays into 

the competition if they wish. 


CPD workshop in October to prepare teachers to 

deliver the online course and support their 

students through the programme. 

The CPD will include a range of different 

workshops, opportunities to watch performances 

and opportunities to network with other 

teachers. 


end? 

The culmination of the project is a festival of performances 

and readings at the NT, which all participating schools are 

invited to attend free of charge. 

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Other 


Costs 

An extensive online course is available to support teachers. 

This can be found at here. (Please note, this will be 

updated during July/August 2017). 

£375 per school. 

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New English Ballet Theatre: The Four Seasons 

Project 

New English Ballet Theatre(NEBT) was created to 

nurture a new generation of classical dancers, 

choreographers, artists and designers. Our singular 

USP - to develop emerging ballet choreographers and 

act as a bridge company for young, professional 

dancers – has no equivalent in the UK. NEBT has 

recently become the ‘resident’ dance company at the 

Thameside Theatre, Grays and is developing a 

partnership with Thurrock Borough Council to expand 

our outreach activities in the local community. 

For NEBT’s 2017/18 performance season, we are 

commissioning a new ballet to Vivaldi’s The Four 

Seasons recomposed by Max Richter, with 

choreography by Jenna Lee and designs based on a 

British contemporary artist’s landscape (to be 

confirmed). NEBT’s The Four Seasons workshops will 

introduce the principles of ballet and use the four 

seasons as an initial stimulus, to deliver an education 

outreach programme that is highly suitable for core 

and non-arts subjects. 

The workshop sessions will comprise a short warm-up 

followed by a creative task that will focus on the 

development of a short sequence of choreography 

using The Four Seasons music. Students will look at a 

variety of stimuli along with a range of basic ballet 

steps that they can build upon and develop as they 

create their own short dances. They will be given the 

chance to share their work in a final performance. 

Format/Dates 

The project includes four sessions of two hours, each to be 

completed within four consecutive weeks. The project can 

take place between October 2017 and June 2018. 

The first session will build on the resources provided and 

start an illustrated history of ballet, it’s origins and 

evolution from being a French court dance to being a 

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highly demanding performing art form. Students will have 

the chance to touch and feel a pair of pointe shoes and 

watch a demonstration of how to stand on pointe. 

Students will then learn some rudimentary ballet steps 

and (French) vocabulary through a warm-up and 

movement sequence and experience how the classical 

style differs from other genres of dance. The second 

session will build on the students’ ballet vocabulary and 

will provide opportunities for further exploration of 

moving to various stimuli explored prior to NEBT’s visit 

including; poetry, music, photos/art, and history. Students 

will have the chance to improvise and develop small 

sequences, both individually and in groups. The third 

session will give students the chance to practice and 

rehearse steps they have created. In the last session, 

students will have a final rehearsal before taking part in a 

sharing performance for parents and other children from 

the school/ community. 

Suitability 


Secondary students in KS3. Each workshop is delivered to 

the same group of children in a class. 

Learning outcomes will include: 

Curricular: 

• English: children will learn new literature and vocabulary 

around the changing seasons, how to ask relevant 

questions to extend their understanding and knowledge, 

gain an understanding in how to construct well-structured 

descriptions, explanations, expressive feelings and 

narratives around the four seasons, and listen to and enjoy 

a wide range of poems about the seasons. 

• Science: children will develop a sense of excitement and 

curiosity about the natural phenomena that is the cycles of 

the seasons and how this impacts the world around them 

– how things will behave and why changes are occurring. 

• Languages: through learning the elements of ballet, 

children will have the chance to explore the patterns and 

sounds of French and link the spelling, sound and meaning 

of words. 

• PE: children will develop their co-ordination, creative 

problem solving and movement vocabulary. 

Artistic: 

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• Art & Design – children will have the chance to compare 

and contrast a range of British landscape artists, think 

critically about artistic expression and gain knowledge and 

skills to experiment, invent and create their own works of 

art and design. They will also understand how art and 

design both reflects and shapes our history, and 

contributes to the culture, creativity and wealth of our 

nation. 

• Music – children will listen to Vivaldi and other pieces of 

classical music and evaluate the genres, styles and 

traditions, including the works of the great composers. 

They will gain an understanding about instrumentation, 

rhythm, musicality within compositions created, produced 

and communicated. 

SMSC: 

The workshops will help develop enjoyment, imagination 

and creativity. Through improvisation and creative 

teamwork, children will learn to appreciate diverse 

viewpoints; participate, volunteer and cooperate; and 

resolve conflict through respect and tolerance of others. 


Preparation for NEBT’s sessions is up to the teacher in 

terms of which curricular area is selected. The resource 

pack will have a range of ideas that could be used over a 

full term, half-term or a few weeks. 

We kindly ask for the school to provide the appropriate 

number of staff to be present during the activity for 

safeguarding best practise. Please provide access to a large 

open space (e.g. assembly hall, dance studio), with a sound 

system (including iPod jack) and a computer/projector to 

run a PowerPoint presentation. 



end? 




There will be a sharing performance for parents and other 

children from the school/ community. 

With permission, this sharing performance will be filmed 

for the teachers’ further use. The school will also be 

offered the chance to bring students to see NEBT perform 

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The Four Seasons when it is performed at the Thameside 

Theatre in October 2018 (date to be confirmed). 

Other 


Costs 

Prior to the workshops, NEBT will provide teachers with a 

resource pack with ideas for various pieces of poetry, 

music choices, and art work portraying the four seasons, 

as well as a short history of the origins of ballet from the 

French court. Post-workshop activity examples will also be 

included. 

£780 for the four sessions. 

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SECONDARY 

Royal Opera House and Thurrock Music Hub: Sing 

and Stage La Boheme 

The Royal Opera House Thurrock’s Big Sing project 

has been designed to introduce students and 

Teachers to opera in a fun and engaging way, 

working within the KS3 and KS4 Music curriculum, 

using supporting resources related to Puccini’s La 

Boheme. 

Teachers will be introduced to singing resources and 

activities to lead in the classroom in a CPD session. 

Pupils will engage with dramatic singing and the 

opera’s themes through performing, listening and 

reflecting activities. 

Teachers will then bring a class of students to the 

Thameside Theatre for a day of workshopping and 

performing with Royal Opera House practitioners. 

They will learn new repertoire, work under stage 

direction and create a joint performance of La 

Boheme material. 

Format/Dates 

CPD: Thursday 18 January 2018, 13:00-17:00, High House 


Big Sing Day: Friday 01 March 2018, Thameside Theatre. 

Suitability 


Teachers and students of KS3 and KS4 music classes, 

school choirs and drama groups. 

• Introduction and exploration of opera and dramatic 

singing 

• Identifying melodic features in music. 

• Singing with stylistic integrity. 

• Effective discussion and response to musical genres. 

• SMSC principles. 


Attendance at the CPD and in-school delivery of 

resources. 

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end? 

Other 


Costs 

Teachers will be introduced to singing resources and 

activities to lead in the classroom. 

All schools involved will attend a culmination day of the 

La Boheme themed masterclasses and workshopped 

performance. 

Resources including musical tracks, sheet music and 

sample lesson plans will be distributed at the CPD 

session. 

£300 per school. 

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Royal Opera House: Design Challenge (Secondary) 






the productions. The Design Challenge (Secondary) 

competition gives students the opportunity to test 

and develop their design skills, based around an 

opera or ballet production. 

The project uses the opera Salome as a stimulus. 

Students will be set a professional brief to work 

towards; they will choose either one of two areas: 

Costume Design: working with textiles. 

Set Design: building a model box. 

The project is closely aligned to the AQA and Edexcel 

exam boards and can be used as a mock exam 

framework for year 10 or 11. It will provide students 

with a real and practical insight into the world of set 

and costume designers and makers. It will open their 

eyes to the skills required for a career in backstage 

theatre crafts, develop their own skills set and 

extend their learning from schools to a professional 

context. 

Teachers will attend a CPD session where they will 

be taken through the step- by-step scheme of work 

and given access to all the resources accompanying 

the project. The project will be teacher-led, thus 

offering exciting skills development for teachers in 

the relevant subject areas. 

Format/Dates 

CPD: Thursday 07 September 2017, 13:00-17:00, High 

House Production Park. 

In School Judging deadline: Friday 12 January 2018. 

Finalists’ online submission deadline: Friday 19 January, 

2018 

Winners announcement: Friday 26 January 2018. 

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The winners of each category will be invited to exhibit 

their work at the V&A on Friday 09 February 2018 as part 

of their Opera: Passion, Power and Politics Exhibition. 

Suitability 


GCSE teachers of: 

• Art. 

• Art and Design. 

• Design Technology. 

• Graphic Design. 

• Textile 

• Production Arts. 

The students develop skills in: 

• Designing to a brief. 

• Designing for character. 

• Practical application and functionality of materials. 

• Working to scale. 

• Independent research and producing a body of work 

in portfolio format. 

• Planning and strategising. 

• Presentation (if taking part in the competition). 

The project links to the curriculum for GCSE Art, GCSE Art 

and Design and GCSE Design Technology. It can be used 

as a mock exam module for these subjects. 




end? 

Teacher will lead the project in school with plans and 

resources provided and facilitate the various 

components. 




Schools are asked to submit their chosen shortlisted 

entries for the judging process by ROH artistic teams. 

Shortlisted entries will be displayed on the ROH Design 

Challenge online gallery. The overall winners from the 

two categories will have their designs displayed at the 

V&A as part of their Opera: Passion, Power and Politics 

Exhibition on Friday 09 February 2018. Teachers are also 

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encouraged to set up in-school exhibitions and sharing of 

the work. 

Other 


Costs 

Access to films and other resources. Lesson plans 

following from CPD Day. 

FREE to take part in project. 

£155 for an optional 3-hour in-school workshop with a 

Royal Opera House design practitioner. 

Please note the V&A exhibition tour: Opera, Passion, 

Power and Politics and an ROH schools tour of HHPP 

would also compliment the offer. 

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Royal Opera House: Infra Workshops 

The Royal Ballet is one of the great ballet companies of 

the world. Under the leadership of Kevin O’Hare, the 

repertory includes works by Founder Choreographer 

Frederick Ashton and Principal Choreographer Kenneth 

MacMillan as well as a new canon of work by Wayne 

McGregor, Christopher Wheeldon and Liam Scarlett. 

From its base at the Royal Opera House in London’s 

Covent Garden, today’s most dynamic and versatile 

dancers come together with a world-class orchestra and 

leading choreographers, composers, conductors, 

designers and creative teams to share an awe-inspiring 

theatrical experience with diverse audiences worldwide. 

Wayne McGregor is renowned for his ground-breaking 

choreography and collaborations. He was appointed as 

Resident Choreographer of The Royal Ballet in 2006, 

becoming the first contemporary choreographer to hold 

the post. His many works for The Royal Ballet include 

Chroma (2006), Limen (2009), Raven Girl (2013) and 

Woolf Works (2015). 

The Royal Ballet’s Infra (2008), choreographed by 

McGregor, is one of six new works selected for the AQA 

GCSE Dance Anthology. This is the first time that his work 

has become part of the GCSE curriculum. 

The Royal Opera House is offering two informative 

workshops that complement the free Infra resource pack. 

Workshops for Teachers and students are designed to 

provide a practical understanding of McGregor's 

choreographic process and offer clear links to the AQA 

Dance GCSE Level specification. Each workshop will 

provide opportunities to explore the Performance, 

Choreography and Appreciation aspects of GCSE dance. 

The workshop will include: 

• A short introduction to the Royal Opera House, the Royal 

Ballet and McGregor's role as Resident Choreographer. 

• A contemporary ballet warm-up exploring physical skills. 

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• Exploring a short section of Infra repertoire through 

technical/ expressive skills and movement 

content/motifs. 

• A series of creative tasks that explore the choreographic 

approach and devices used when creating Infra with the 

Royal Ballet. 

• Opportunities to discuss the features of the production, 

including the work of Julian Opie, Max Richter, Chris 

Ekers, Lucy Carter and Moritz Junge. 

Format/Dates Student workshops and teacher INSETs can be half day (2 

hours) or full day (4 hours). 

Suitability 


Suitable for Secondary school students and Teachers of AQA 

GCSE Dance. 

By the end of the workshops both Teachers and students will 

have: 

• Learnt at least one section of the repertoire from 

McGregor's Infra and explored different ways of 

performing material. 

• An understanding of the physical, technical and expressive 

skills required when performing Infra. 

• The skills to analyse McGregor’s choreographic approach 

through a series of creative tasks. 

• An ability to use different choreographic devices to develop 

movement material. 

• A better knowledge of the physical and aural setting and 

other features of the work. 

• Increased understanding of their own and others physical 

signature. 



The host school is responsible for arranging the date and 

time of the workshop as per the booking request form. An 

appropriate space must be provided. The teacher must be on 

hand to supervise and be willing to take part. 

Full and half day Infra workshops are available for teachers. A 

minimum of 6 teachers are required for a teacher workshop. 

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end? 

Student Workshops: Following the workshop, students 

should feel more confident discussing Infra and the work of 

The Royal Ballet, be able to analyse some of the 

choreographic intent and discuss the physical, aural setting 

and other features of the work. 

Teacher Workshops: Following the workshop, teachers 

should have a more in depth understanding of the work and 

its choreographic intent and approach. The workshop will 

support their teaching of Infra, in line with the AQA GCSE 

Dance Specification, whilst being able to share the sections of 

repertoire learned during the session with their class. 

Other 


Free resource pack provided. 

Studio Wayne McGregor are also providing workshops to 

compliment the session. 

Costs Half day workshops: £300 

Full day workshops: £420 

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Royal Shakespeare Company: CPD 

RSC Education’s fundamental ambition is to work with 

teachers, schools, communities and theatre partners to 

transform experiences of Shakespeare and live theatre for 

young people in the classroom, in performance and online. 

Aimed specifically at Secondary English and 

Drama teachers, this day will focus on Julius Caesar. Using 

theatre-based approaches from the RSC’s rehearsal rooms, 

we will explore character, language, and the themes within 

the play. 

Participants will gain first-hand experience of using these 

activities, building with them a deeper understanding of the 

process and pedagogy that underpins our work. 

RSC Education has a strong evidence base about the 

sustained impact of our work on classroom teaching practice 

as well as on teacher confidence and knowledge including: 

• 97% of all teachers who experience RSC’s courses rate 

them as ‘excellent’ on a seven-point scale. 

• 100% of surveyed teachers report that participation in an 

RSC CPDL programme had enhanced their skills, knowledge 

and confidence in the teaching of Shakespeare. Teachers 

say that RSC-led approaches have been embedded into 

“the very fabric of the school’s learning”. A primary school 

teacher of 20 years stated that CPDL undertaken with RSC 

“rejuvenated my teaching practice… [it’s] the best thing 

I’ve ever done”. 

Format/Dates 

Suitability 


A one day CPD course; Friday 12 January 10:00-16:00, High 


Suitable for KS3 and KS4 teachers. We welcome teachers new 

to Shakespeare and those who have some familiarity but 

want to develop knowledge, confidence and skills. 

Our CPD programme uses rehearsal room approaches and 

theatre making to teach Shakespeare. Teachers will have the 

confidence to apply the skills and knowledge learned to their 

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daily teaching practice. 




Over the course of the day we would anticipate doing some 

of the following: 

• Creating the readiness to learn: exploring strategies and 

proven techniques that help students acquire the 

requisite mind-set of concentration, trust and 

collaboration. 

• Building the foundation blocks: introducing ways of 

working that will ensure your students are ready to 

engage with Shakespeare’s plays. These game-like 

activities allow for a natural transition from play as 

developing group dynamics into play as learning. 

Typically, themes, characters, and/or scraps of original 

text are combined with playful activities, which allow for 

a comfortable segue into Shakespeare’s plays. 

• Creating the world of the play: exploring ways of 

introducing or building on existing knowledge of the play. 

• Developing confidence with the language: scaffolding 

strategies that allow students to progressively deepen 

their confidence and familiarity with Shakespeare’s 

language, whatever their start point. These methods are 

at the heart of our rehearsal-based methods, using 

techniques developed to help actors access 

Shakespeare’s language and meaning. 

• Exploring characters: this might cover approaches that 

help students identify what is known about a particular 

character; what is inferred; and what questions are 

unanswered. 

• Investigating interpretational choices: this section 

would build on character work and help students 

explore physical and spoken interpretational choices. 

• Exploring themes: particularly around citizenship, as it 

relates to Julius Caesar. 

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SECONDARY 


end? 


Costs 

Teachers will be encouraged to try out and reflect on 

approaches and their suitability for their classrooms. 

All teachers will receive a comprehensive set of notes, 

summarizing approaches explored in the training day. 


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SECONDARY 

Southbank Centre: BAM and WOW Schohayleyols 

Days 

Southbank Centre is a world-famous, multi-venue arts 

centre in London, with a dynamic year-round festivals 

programme and an inclusive ethos. Southbank Centre is 

the UK’s largest arts centre, founded with the Festival of 

Britain in 1951. It’s a place where people experience 

world-class art and culture that stimulates, inspires, 

educates and amazes. Our festival programme 

encompasses art, theatre, dance, classical and 

contemporary music, literature and debate. Our 

educational and participatory programmes use culture as 

a way to inspire learning, understanding and tolerance. 

We are offering the following two opportunities: 

BAM Festival: Man Up! Schools Day 

Friday 24 November 2017, 10:00 – 14:30 

The ‘Being A Man’ festival addresses the challenges and 

pressures of masculine identity in the 21st century. This 

event is a Schools Day for 150 young men from 

Secondary schools to engage with the themes of this 

festival through creative workshops, mentoring, meeting 

amazing artists and engaging in talks/discussions. 

BAM explores the shifting frontiers of masculinity – and 

how it will affect us all. BAM provides insights into the 

challenges men and boys face on subjects ranging from 

education, prison, grooming and everything in between, 

with guests from charities, industry, government and 

community initiatives. Schools can bring a maximum of 

15 pupils. We can accommodate a maximum of 3 

Thurrock Schools. These will be allocated on a first come 

first serve basis, via the Thurrock Trailblazer programme 

selection application. 

International Day of the Girl, Wednesday 11 October 

2017, 07:30 – 15:00. 

Southbank Centre invites 1 teacher and 8 female 

students (aged 11 - 18) to join us for International Day of 

the Girl, a special day highlighting the amazing 

achievements of women and girls across the world and 

calling for gender equality. This event caters for 300 - 

500 girls. The morning kicks off with speed mentoring on 

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SECONDARY 

the London Eye, followed by a full day of creative 

workshops, talks and performances. We can 

accommodate a maximum of 3 Thurrock Schools. These 

will be allocated on a first come first serve basis, via the 

Thurrock Trailblazer programme selection application. 

Format/Dates 

Suitability 


A day for schools, which involves participation in 3-5 different 

creative activities. 

Suitable for Secondary and College students. 

An informed understanding of Gender equality. Personal 

empowerment. 




end? 

Other 


Costs 

Once booking is made, teachers should support students to 

prepare for attendance. Teachers should fully engage with 

activities on the day. 


CPD. 


activity back into the classroom. 

Teachers will be provided with a Speed Mentoring resource 

pack to be used within school to ensure pupils are able to 

make the most of the mentoring experience. 

£4 per ticket. 

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SECONDARY 

Studio Wayne McGregor Workshops 

Studio Wayne McGregor offer workshops, which 

expose and reflect the processes of Wayne McGregor 

during the creation of his work. Workshops are led by 

a member of the Learning team or a Company Dancer, 

including a dynamic warm-up and the delivery of 

creative tasks, tailored to suit any ability and 

experience. Bespoke projects can be developed in 

partnership to meet curriculum requirements, to 

create work for performances or to meet other 

development objectives. Studio Wayne McGregor 

have produced a choreographic resource, called Mind 

and Movement, for Teachers that delivers a set of 

choreographic tools to develop movement material 

from a range of imagery (visual, acoustic, 

kinaesthetic). Workshops introducing and supporting 

the resource can be delivered to students KS3 and 

above or as a CPD for teachers. 

Format/Dates 

Suitability 


Workshops or bespoke projects can be delivered at any 

time throughout the school year, dependent on 

availability. They can vary in length from a weeklong 

residency or weekly sessions over an extended period of 

time. Bespoke projects can be delivered during 

curriculum time, after school or during school holidays. 

Suitable particularly for KS3 & KS4. Workshops are 

usually limited to a maximum of 30 students. Suitable for 

any level of dance experience. 

Learning outcomes centre around the development of: 

Physical skills such as co-ordination, agility and balance. 

Creativity skills such as responding to stimuli, problem 

solving and physical thinking. Interpersonal and 

transferable skills such as communication, collaboration, 

confidence and trust. Workshops, bespoke projects or 

CPD can be developed to meet curriculum criteria across 

the key stages and GCSE/BTEC/A Level specs. 

Specific curricular outcomes: 

KS3: perform dances using advanced dance techniques in 

a range of dance styles and forms. 

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GCSE: creative and imaginative response to a range of 

stimuli, use of imagination, problem solving, creativity 

and the synthesis of ideas. 

Workshops at GCSE level will complement the Infra 

workshops by the Royal Ballet, through exposing 

McGregor’s choreographic techniques and movement 

style. 




end? 

Other 


Costs 

Workshops are either a half day (up to three hours) or a 

full day (up to six hours). Teachers are expected to be 

present and engaged throughout the session and to 

complete evaluation forms following. We also ask that 

teachers undertake a level of preparation with students 

to give a context to the workshop, e.g, showing videos of 

Wayne’s work (links can be provided on request). 

Bespoke projects would require a larger time 

commitment as they would be co-designed between the 

school and Studio Wayne McGregor. 

INSET training can be offered for teachers focused on 

Studio Wayne McGregor’s creative practice and 

supported by the Mind and Movement choreographic 

resource (available to purchase). 



provided. 

We can provide lesson plans, follow up and development 

tasks for teachers as well as an exclusive discounted offer 

for our choreographic resource, Mind and Movement. 

Workshops costs: 

£300 for a half day 

£480 for a full day. 

Bespoke project budgets would be formulated 

accordingly. 

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V&A: Shakespeare in a Suitcase Workshops 


range of practical workshops, exhibition visits, events, 

screenings and projects for pupils aged from Foundation 

Stage to Key Stage 5. Our focus is on the collections and 

galleries of the V&A and, as the leading museum of art, 

design and performance, our main curriculum focus is 

on these three areas, though our Secondary offer is 

particularly rich in links to English, history and R.E. We 

would be happy to meet with interested schools who 

might like to know more about our learning offer. 

‘Shakespeare in a Suitcase’ is a project which, in the first 

session, takes place at the V&A. Students are introduced 

to the galleries of the V&A in which the playwright is 

included (paintings, theatre and performance, jewellery 

etc). 

This session also includes an hour-long practical intro to 

using objects to help inspire performance. The group 

will then work on their own devised pieces in response 

to either a Shakespeare play, story or character: it’s 

their choice. 

The school will receive a visit by a V&A staff member at 

a mid-point in the project to help shape the work 

further and the school will have the option of 

performing their final piece in a gallery of the V&A, if 

they wish to, to an audience of the general public. Any 

props/costume must fit into a standard-size family 

suitcase. 

Format/Dates 

Suitability 

The intro session is approx. 2 hours long. (One hour 

tour, one hour practical.) Dates to be confirmed with 

the school. Ideally, the intro session should take place 

between September and December. The final 

performances at the V&A could take place mid-April, 

though we are open to negotiation. 

Groups of up to 30 students, KS3 and above. 

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Learning 

outcomes 




end? 

Other 


• An enhanced appreciation of the importance and 

influence of Shakespeare on the wider world of art 

and culture. 

• Increased proficiency in devising skills. 

• Practical experience of using Shakespeare’s 

language to communicate to an audience. 

• Experience of performing in non-theatre spaces 

(V&A). 

• Increased confidence and enjoyment in speaking 

and listening. 

• Developed group work skills. 

Attendance at the sessions. Time in school should be 

given over to the exploration of material and rehearsal 

process. Where possible, we suggest this is integrated 

into any existing Shakespeare study or scheme of work. 


teacher CPD. Cultural partners will work closely with 


achieved. 



provided. 

Session plans can be provided. Gallery tours of the 

Theatre and Performance gallery can also enhance the 

study of Shakespeare. 

The V&A also have a rich source of material linked to 

the playwright and his work online. 

The Museum also has the National Video Archive of 

Performance (NVAP) which comprises of some 400 live 

recordings of shows. Many of Shakespeare’s plays are 

represented and can be viewed by groups at the V&A 

free of charge. 

Costs 

Each intro session costs £150 per group. 

Follow-up sessions at school are FREE. 

112

Post-16-specific Offers 

113

POST-16 

Royal Opera House: Design Challenge (FE) 






the productions. The annual Design Challenge (FE) 

competition gives students, from institutions UKwide, 

the opportunity to test and develop their 

marketing, production and design skills, based 

around an opera or ballet production. 

Design Challenge (FE) is a design-focused project for 

KS5 students of Art, Art and Design, Design 

Technology, Business and Media Studies. The 17/18 

project uses Strauss’s opera Salome as a stimulus. 

Students will be set a professional brief by a real 

opera stage director to work towards in one of the 

following four areas: 

Costume Design 

Set Design 

Marketing Design and Strategy 

Hair, Wigs and Make-up Design. 

The project will provide students with a real and 

practical insight into the world of set and costume 

designers, makers and graphic designers. It will open 

their eyes to the skills required for a career in 

backstage theatre crafts or graphic design, develop 

their own skills set and extend their learning from 

school to a professional context. Teachers will attend 

a CPD day where they will be taken through the 

structure of the project and given access to all the 

resources accompanying the project. The project will 

be teacher-led, thus offering exciting skills 

development for teachers in the relevant subject 

areas. 

Format/Dates 

CPD: Thursday 07 September 2017, 10:00-14:00, High 


In School Judging deadline: Friday 12 January 2018. 

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POST-16 

Finalists’ online submission deadline: Friday 19 January, 

2018 

Winners announcement: Friday 26 January 2018. 

The winners of each category will be invited to exhibit 

their work at the V&A on Friday 09 February 2018. 

Suitability 


AS/ A Level Teachers of: 

Art 

Art and Design 

Design Technology 

Business Studies 

Media Studies 

Graphic Design 

And any other equivalent course relatable to the four 

categories. 

The students develop skills in: 

• Designing to a brief. 

• Designing for character. 

• Practical application and functionality of materials. 

• Working to scale. 

• Independent research and producing a body of work 

in portfolio format. 

• Planning and strategizing. 

• Presentation (if taking part in the competition). 

The project links to the curriculum for: 

• A-Level (or BTEC). 

• Art 

• Art and Design 

• Design Technology 

• Business Studies 

• Drama 

• Media Studies. 


Teacher will lead the project in school with plans and 

resources provided and facilitate the various 

components. 

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POST-16 



end? 

Other 


Costs 




Schools are asked to submit their chosen shortlisted 

entries for the judging process by ROH artistic teams. 

Shortlisted entries will be displayed on the ROH Design 

Challenge online gallery. The overall winners from the 

four categories will have their designs displayed at the 

V&A as part of their Opera: Passion, Power and Politics. 

Exhibition on Friday 09 February 2018. Teachers are also 

encouraged to set up in-school exhibitions and sharing of 

the work. 

Access to films and other resources. Lesson plans 

following from CPD Day. 

FREE to take part in project. 

£155 for an optional 3-hour in-school workshop with a 

Royal Opera House design practitioner. 

Please note the V&A exhibition tour: Opera, Passion, 

Power and Politics and an ROH schools tour of HHPP will 

also compliment the offer. 

116

SEN-specific Offers 

117

SEN 

English Touring Opera: In-school Performance 

English Touring Opera is the leading touring opera 

company in the UK. ETO travels to more regions and 

venues than any other English opera company. Their 

work includes commissioned opera pieces especially for 

young people, and the ETO will return to Thurrock for a 

new opera especially designed for children with SEN 

needs called This is My Bed. This is My Bed takes us 

from the safety of ours beds to the dangers that lurk 

underneath, and what happens when the bed takes us 

on journeys out of the bedroom, along the street, to the 

mysterious world far from home. It turns out the 

wooden bed has a past, and is itself trying to return to 

the distant place it first came from. There will be a Q&A 

at the end of the performance. 

Format/Dates 

Suitability 





end? 

Other 


Costs 

The 60-minute performance will run on a date to be confirmed 

with the school. 

Suitable for SEND audiences of 50-60 maximum. 

Music, Drama and Literacy. 

Liasing with ETO to organise the performance. Please account 

for time for the stage to be set up and parking allocation for 

our van. 

Activities for students are also an opportunity for teacher CPD. 

Cultural partners will work closely with teachers to ensure 

their own learning objectives are achieved. 

Teachers are encouraged to take the learning from any activity 

back into the classroom. 

The performance acts as a practical learning resource. 

£350 per school performance. 

118

SEN 

V&A: SEN & Disability Programme 

Multi-sensory and interactive, the Victoria & Albert 

Museum (V&A) sessions for students with special 

educational needs are based around some of the most 

popular objects in the collections and encourage 

exploration through hands-on tactile objects and 

activities. 

Session themes include: Tipu’s Tiger, the Mantua 

Court Dress, Chinese Dragon Robes, Japanese Suits of 

Armour, the Bear & Boar Tapestry and Iranian Picnic 

Tiles. 

For museum visits, we can arrange a separate quiet 

space for lunch and specialist changing facilities if 

required or we can come out and deliver the session 

at the school or specialist unit. 

Format/Dates 

Suitability 



We offer three dates per term (normally on a Thursday 

or Friday) and sessions run from 10:30 - 14:30 depending 

on the needs of the group. The workshops can take place 

in school also. 

Groups of up to 10 students, depending on the needs of 

the group. Foundation Stage – KS5. 

The learning outcomes vary but one of the main ones for 

a lot of the children who take part in these sessions in 

the experience of being out of school and visiting a 

museum, exploring a public space. In the session, 

children have the chance to develop their understanding 

of an artwork or artefact through a range of multisensory 

resources. They can also develop art and design skills in 

the making session. 

Co-ordinating with the V&A Schools Team to arrange a 

date for a pre-visit, in order for our facilitator to 

understand the needs of the group. Attendance during 

the session and the organisation of support staff. 

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SEN 



end? 

Other 





The sessions all include a practical element in which the 

students can develop their practical making skills. 

Sometimes this forms part of a collaborative group 

artwork, and at other times the students work 

individually. 

Session plans can be provided. The V&A also have a rich 

source of material online which teachers can access 

before or after a visit. 

There is also a bank of teachers’ resources. 

Costs 

FREE. 

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Thurrock Trailblazer Cultural Catalogue 2017-2018

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