Outdoor Adventures for Early Years
Participants will take part in a series of hands-on activities that develop creative practices with children in outdoor spaces. The day will follow children’s lines of enquiry, using drama and storytelling to explore the outdoors (gardens, parks, woods), meet mini-beasts and create outdoor learning environments. The day will also include a chance to see a performance of ‘Leaf’ for 0-3 year olds.
“I learned new outdoor activities without using just sand, water and mud. Following this session I can re-imagine the outdoor area as a storytelling world. Lots of practical ideas that can be applied immediately.”
Drama in the Primary Classroom: History
This course explores active drama strategies to develop and enhance children’s learning in the classroom, with a focus on teaching history (chronological narrative, ancient civilisations, empires, continuity and change, cause and consequence, creating historical accounts and interpreting the past).
“A really good day’s learning. Interesting, practical, ‘doable’ activities perfect for engaging children (and adults) of all ages. Different, fresh ideas. New strategies for developing historical roles and characters. The day encouraged me to be more imaginative with space and work beyond limitations of the fixed classroom.”
Drama in the Primary Classroom: Science
This course explores active drama strategies to develop and enhance children’s learning in the classroom, with a focus on teaching science (forces, heat and light, sound, electricity, materials, plants and animals and the environment). Includes an opportunity for curriculum planning.
“I learned lots of great techniques for creating context embedded environments in which children can learn. Good techniques for engaging EAL & LA children. Great enjoyment and learning when making a human digestive system out of people. Dramatising the refraction of light was practical, fun and I learned a lot myself!”
Drama and Art
This course explores dramatic techniques to enhance children’s imaginative responses to visual artwork for literacy. Focusing on storytelling and the teaching of literacy (developing characters; narrative structure; story extensions), the course uses the new Gallery at Half Moon as its stimulus.
“I really enjoyed the whole day – it was very useful as a creative toolkit to make learning more interesting – a way to encourage children’s natural activities. Creating a story from an observed picture and drawing into freeze frames were all great ways to stimulate children’s imaginations using a picture as a starting point. I really stepped out of my comfort zone to take part in the activities but really enjoyed the whole experience.”
Creative Approaches to Addressing Challenging Behaviour
This course gives staff the tools to address challenging behaviour in young people through creative approaches in proactive and reactive strategies.
“I learned to think more about why the bad behaviour is being presented. I need to be more aware of my physicality and focus on being calm and creative. By looking at the ‘gift table’ I learned to see young people in a new light. I am taking away a greater understanding of how to manage challenging behaviour.”
Drama for Communication and Inclusion
This course works with staff on reflective practice and drama techniques to encourage non-verbal participation and communication in all its forms in the children with whom we work. The course also introduces participants to the Speech Bubbles methodology which uses small group drama work in an intervention for children displaying a communication need. Participants will learn how to use drama techniques to develop children’s expressive and non-verbal communication as well as receptive and attending skills. Participants will also explore drama methodologies for inclusive practice with SEND children.
“I enjoyed learning about myself and others in the group. Putting myself into the shoes of a child to see how things we expect them to do can be challenging…. I will introduce more activities where there are no correct answers to promote communication.”