are at the heart of learning”
Antony Gormley (sculptor)
on drama in the Primary Framework, what better opportunity could you
ask for to
exploit the combination of children’s need to play and their growing
Drama truly offers opportunities for kinaesthetic learning across the curriculum and is the perfect vehicle to explore, engage and empathise. Whether you are an experienced teacher or a newcomer to the profession, use the power of drama to excite and enthuse your pupils.
traditional tales to
the Great Fire of London, years one and two abound with opportunities
learning alive. Either through whole class role-play or by using simple
short drama structures, even your most reticent child can participate.
Artistotle said, “Tell
me and I will forget, show me and I will remember, involve me and I
understand.” So, whether it’s
rivers, rainforests or Romans, key stage two children can understand
involvement. Use drama in literacy to promote creative writing, to
narrative or to devise original playscripts.
Peter Kennedy offers:
with your children
in your teaching space, Peter will demonstrate approaches to using
drama in key
stage one or key stage two including warm-up activities, whole
teacher in role, magic microphone, conscience alley, thought tracking
As an observer, you will be able to see how your pupils respond to this
approach as well as collecting ideas to add to your own teaching
Teacher Training Sessions
Either as a whole school, or working exclusively with the teachers of a particular key stage, Peter will lead an in-school training event (full day, half day or twilight) that will explain and demonstrate a range of activities, techniques and strategies that provide enjoyment, engagement and challenge for pupils in key stages one and two. These session can be tailored to the specific needs of your school.
Through an extended collaboration, Peter
alongside individual teachers over a series of sessions to develop
confidence in using drama techniques in curriculum delivery. This
incorporates joint planning, team teaching and reflective evaluation.