Theatre Centre brings world-class theatre straight into the heart of schools. We've been touring for nearly 70 years and providing exciting, creative resources for teachers and students. We commission professional artists, designers, writers, teachers and practitioners to create cutting edge work with young people (and theatre!) at the centre. Theatre Centre is an Arts Council registered National Portfolio Organisation.
Theatre Centre brings world-class theatre straight into the heart of schools. We've been touring for nearly 70 years and providing exciting, creative resources for teachers and students. We commission professional artists, designers, writers, teachers and practitioners to create cutting edge work with young people (and theatre!) at the centre. Theatre Centre is an Arts Council registered National Portfolio Organisation.
This 60 minute lesson plan with supporting PowerPoint is focused on how to structure an engaging review. Includes an example from an award winning critic on how to build a strong opening to a written response. The lesson then guides students through a clear structure, using each key element as a building block to anaylse and evaluate a live performance effectively.
Learning Objectives
To learn how to structure an engaging review
To develop essential skills in critical thinking.
Scheme of work is designed to spark conversation and develop understanding around Mental Health; focus is stress, anxiety and panic attacks. The unit explores the story, Ella, introduced by listening to a short radio play during lessons, Ella is 16 years old and is facing a myriad of pressures. The lessons unpack Ella’s thought processes and encourage students to think of ways to help Ella. Strategies for managing a panic attacks are addressed and also how to seek out support networks.
As a Theatre Company for young people, we specialise in using realistic third-person scenarios to open up safe discussions about difficult subjects. Each ‘Switched On’ scheme of work is centered around a professional radio play. Perfect Pressure is by award winning writer, activitst and performer Sarah Woods. Sarah’s work has been produced by many UK companies including Theatre Centre, Soho Theatre, Hampstead Theatre, the RSC, BBC TV and radio, regional theatres and touring companies. A number of her plays are published by Oberon Books.
Switched On is everything you need to teach varied and engaging PSHE lessons at KS3 and KS4 with minimal prep. Also suitable for Drama departments and the clear guidance makes it very approriate for cover lessons.
Mental Health - Perfect Pressure.
Students will be learning:
Wellbeing strand
The characteristics of emotional and mental health and the causes, symptoms and treatments of some mental and emotional health disorders (including stress, anxiety and depression)
Strategies for managing mental health including stress, anxiety and depression; a broader range of strategies for promoting their own emotional wellbeing
A practical lesson in characterisation thorugh movement. Can be used with any play text or performance. Detailed lesson plan and supporting PowerPoint.
This lesson will build skills for both written responses and practical exploration of characters. This 60 minute lesson is for use following reading a play or watching a live performance.
Objectives:
• To be able to alter my movement on stage to reveal qualities of a character
• To evaluate an actor’s use of movement on stage
The lesson explores physicality by learning about how an actor can use centre or energy. Students then create their own role on the wall by considering internal and external qualities of a chosen character. Their understanding is further embedded by use of hotseating.
This resource contains access to the digital play and the first two PSHE lessons that explore the play Birds & Bees by Charlie Josphine.
Slide 2 of the ppt has more information on how to access the digital recording of the play, along with the rest of the resources. Free to all state schools in the UK until July 2021.
Birds and Bees is a brand-new show by award-winning writer Charlie Josephine, tailor-made and filmed for secondary school students. Developed with, and for, Year 10 and Year 11 students, it will help teachers address complex topics such as consent, sex positivity, online safety and intersectionality.
What teachers are saying:
*“Invaluable resource with great planning for lessons pre and post. Effective resource for GCSE play review question because we can access the performance all year to review in class. The play itself is great to raise important discussions around SRE in schools. I think it was really effective for my pupils to understand / see a non-binary character who they could relate to or be educated on. I use Theatre Centre every year and they do not disappoint!”
"I thought that it was very accessible, relatable to our young people and addressed topics that are both current and prevalent. "
“The kids will love it! So current and with such an important message.” *
What are Switched On toolkits?
Teaching resources that support engaging PSHE lessons at KS3 and KS4.
Each Toolkit contains:
Short professional radio play
4 hours of lesson plans
Student work booklet
Powerpoint
Guidelines for creating a safe space for teaching PSHE
Theatre Centre specialise in using realistic third-person scenarios to open up safe classroom discussions about difficult subjects. Each scheme of work is centered around a professional radio play. This bundle contains FOUR teaching toolkits on the following topics:
CONSENT
MENTAL HEALTH
FINANCIAL LITERACY
ONLINE SAFETY
More information on the content covered in the lessons:
Toolkit 1: RSE (Consent) - Viral. Students will be learning :
Relationships Strand
To establish clear personal boundaries around those aspects of their lives they wish to be private, shared only with specific people, and made public. To understand their right to privacy
That consent is freely given and that being pressurised, manipulated or coerced to agree to something is not consent; that the seeker of consent is responsible for ensuring that consent has been given and if consent is not given or is withdrawn, that decision should always be respected
The law in relation to consent (including the legal age of consent for sexual activity, the legal definition of consent and the responsibility in law for the seeker of consent to ensure that consent has been given)
How to seek the consent of another person and be sure that consent has been given; how to assertively withhold or withdraw consent
Toolkit 2: Mental Health - Perfect Pressure. Students will be learning:
Wellbeing strand
To evaluate the extent to which their self-confidence and self-esteem are affected by the judgements of others
The characteristics of emotional and mental health and the causes, symptoms and treatments of some mental and emotional health disorders (including stress, anxiety and depression)
Strategies for managing mental health including stress, anxiety and depression; a broader range of strategies for promoting their own emotional wellbeing
Relationships Strand
Strategies to manage strong emotions and feelings
The characteristic and benefits of positive, strong, supportive, equal relationships
Managing changes in personal relationships including the ending of relationships
The role peers can play in supporting one another (including helping vulnerable friends to access reliable, accurate and appropriate support)
Living in the wider world strand
To evaluate their own personal strengths and areas for development and to use this to inform goal setting
About the information, advice and guidance available to them and how to access it
Toolkit 3: Financial Literacy - Tick. Students will be learning:
Living in the wider world strand
To assess and manage risk in relation to financial decisions that young people make
To explore social and moral dilemmas about the use of money, (including how the choices young people make as consumers affect others’ economies and environments)
Toolkit 4: Online Safety - One Million Likes. Students will be learning:
Relationships strand
The safe and responsible use of information communication technology (including safe management of own and others’ personal data including images)
To understand the terms ‘habit’, ‘dependence’ and ‘addiction’ in a wide variety of contexts (including substance use and information technology) and where and how to access support if they have concerns
Living in the wider world strand
How social media can offer opportunities to engage with a wide variety of views on different issues
To recognise how social media can also distort situations or issues; can narrow understanding and appear to validate these narrow views
**Included: **
Radio Play
Student Workbook
Lesson plans
PowerPoint
This fresh and modern radio play, Tick by Kenny Emson, is designed to spark conversation and develop understanding around Financial Literacy; focusing specifically on debt, loans and money management. The protagonist, Ben, is 18 years old and finds himself in financial difficulty after trying to keep up with his friends.
This unit of work begins by listening to the radio play and the lessons that follow build an environment to discuss sensitive subjects in a safe way by unpacking and making sense of the world the characters live in. Lessons focus on the financial pressures facing Ben, how he could have considered better choices and how he might work to overcome his debt.
As a Theatre Company for young people, we specialise in using realistic third-person scenarios to open up safe discussions about difficult subjects.
Engaging PSHE lessons for KS3
Students will be learning:
Living in the wider world strand
To assess and manage risk in relation to financial decisions that young people make
To explore social and moral dilemmas about the use of money, (including how the choices young people make as consumers affect others’ economies and environments)
This unit of work is written to spark conversation and develop understanding around online safety; focusing specifically on how life offline can be comprised of wanting to gain popularity on social media. The protagonist, Ava, is 15 years old and notices a stain on her neck which won’t come off as she finds herself becoming more and more reliant on social media to feel good about herself. This unit of work introduces the audio play and focuses on why Ava uses social media to feel more popular and where this leads her.
The scheme begins by listening to the radio play and the lessons that follow build an environment to tackle issues around online safety in a safe way by unpacking and making sense of the world the characters live in. Student activity booklet also provided.
As a Theatre Company for young people, we specialise in using realistic third-person scenarios to open up safe discussions about difficult subjects. The radio play included is One Million Likes by Sarah Davies.
Engaging PSHE lessons for KS3
Students will be learning:
Online Safety - One Million Likes. Students will be learning:
Relationships strand
The safe and responsible use of information communication technology (including safe management of own and others’ personal data including images)
To understand the terms ‘habit’, ‘dependence’ and ‘addiction’ in a wide variety of contexts (including substance use and information technology) and where and how to access support if they have concerns
Living in the wider world strand
How social media can offer opportunities to engage with a wide variety of views on different issues
To recognise how social media can also distort situations or issues; can narrow understanding and appear to validate these narrow views
What are Switched On toolkits?
Teaching resources for engaging PSHE lessons at KS3 and KS4. This specific scheme of work is most suitable for Year 9. We have had feedback that it has also been used successfully with KS4.
In your Switched On Toolkit you will find:
Short professional radio play
4 hours of lesson plans
Student work booklet to help guide the learning
Powerpoint
Guidelines for creating a safe space for teaching consent
As a Theatre Company for young people, we specialise in using realistic third-person scenarios to open up safe discussions about difficult subjects. Each scheme of work is centered around a professional radio play. This toolkit contains teaching resources for RSE (Consent).
The unit of work begins by allowing the class to listen to a short radio play about consent. The play is a modern piece written by contemporary writer, Nessah Muthy. This play was specifically written for use in the PSHE classroom. The characters are fictional, and yet the situations explored are very realistic and relatable for a young audience.
Viral, by Nessah Muthy, sparks conversation and develops understanding around consent for Year 9+. In the audio play, the protagonist, Paige, is 15 years old and is experiencing conflicting feelings around intimacy within her new relationship. A preview of the play is available on Theatre Centre website on the listed product page.
This scheme of work covers the following aims:
• Relationships Strand
• To establish clear personal boundaries around those aspects of their lives they wish to be private, shared only with specific people, and made public. To understand their right to privacy
• Understand that consent is freely given and that being pressurised, manipulated or coerced to agree to something is not consent; that the seeker of consent is responsible for ensuring that consent has been given and if consent is not given or is withdrawn, that decision should always be respected
• Understand the law in relation to consent (including the legal age of consent for sexual activity, the legal definition of consent and the responsibility in law for the seeker of consent to ensure that consent has been given)
• Understand the importance of seeking the consent of another person and how to be sure that consent has been given; how to assertively withhold or withdraw consent
A lesson plan on bravery which explores resilience and asks students to consider what being brave is and how our ‘inner voice’ can impact on how we feel about ourselves.
Learning Objective: To understand the struggle between fear and bravery. To be able to present this dramatically through characterisation.
The lesson is based around a short radio play, Perfect Pressure, which is available in our store. However, although the lesson refers to a character from the play, it can be taught easily without students being required to listen to the play as the context is explained using a third person scenario.
Liven up evaluative discussion around performance work with these performance and self evaluation dice.
There are 3 templates included here for you to cut out and stick together to make three separate sentence starter dice.
Students roll the dice and complete the sentence that the dice lands on.
This resource offers lots of flexibility for use. They can be used individually in class to encourage more varied verbal responses or as sentence starters for written work. These could also be passed around during class discussion to kick start conversations around themes and techniques after watching performance work.
Blank template also provided to write sentence starters more specific to the piece being studied or to further develop thinking. Students can use the blank template to create their own evaluation dice and challenge a classmate to complete their sentence starters.
Differentiate your evaluative and reflective moments of the lesson with freedom of choice, by asking students to roll two or more dice and allowing them to select which sentence to complete.
Sentences focus on a range of performance, technical and group work skills.
Eg:
Theme/context -
• The performance left me wondering about…
Acting skills -
• An example of where an actor used voice to show their character’s feelings was…
Self evaluation -
• If I could perform the piece again, I could improve it by….
This journal is for young people aged 11+ to use on their own or as a whole class creative project. It’s a guided resource designed to give students a creative outlet to help make sense of all the change and uncertainly in their lives.
Through the 12 Chapters, young people will be given the space to observe, reflect and respond to big topics and themes central to our current world. The TC Journal is easy to use and there are no wrong answers. This is your students’ space to push their imagination and be creative.
The Chapters can be completed in order or hand-picked for the context of your class. Students will follow the same explorative structure to create reflective work for each Chapter. This is purposely repetitive and is designed to encourage ritual and routine when using writing, art or any form of creative response as a means of self-reflection and a mindful activity.
A series of online sessions and writing exercises that explore the fundamentals of developing characters; finding a voice and turning ideas into stories; and the power of metaphor. Suitable for English and/or Drama lessons.
This course is intended for young people aged between 11 – 16 years old. All sessions contain a 40 minute video lesson, supporting activity sheets and are led by professional writers. Happy writing folks!
Suitable for Closed or Partially Closed Schools. These resources were created as a response to the challenges schools are facing during the Covid 19 outbreak.
Includes:
Lesson 1 - Frazer Flintham. Exploring the relationship between character and story.
Lesson 2 - Nessah Muthy. Developing Characters and their Stories.
Lesson 3 -Matilda Ibini & Natasha Sutton Williams. Turning Your Ideas into Stories.
Lesson 4 - Charlie Josephine. Writing For Performance.
Lesson 5 - Keith Jarrett. Writing Poetry.
Lesson 6 - Chinonyerem Odimba, How To Write a Great Opening Scene
Lesson 7 - Leo Skilbeck. Devising On The Page.
Lesson 8 - Q & A with our writers.
This journal is for KS3 though due to the open ended nature, can be appropiate for KS4 and 5. Suitable for remote learning.
Through the 12 Chapters, young people will be given the space to observe, reflect and respond to big topics and themes central to our current world to promote positive mental health and wellbeing. This is a space to stretch your imagination and be creative.
The Chapters can be completed in order or hand-picked for the context of your class. Students will follow the same explorative structure to create reflective work for each Chapter. See how to guide to learn more.
This chapter explore the theme of hope, looking at other artists interpretations to the theme as a starting point to devising a creative response.
This journal is for KS3 though due to the open ended nature, can be appropiate for KS4 and 5. Suitable for remote learning.
Through the 12 Chapters, young people will be given the space to observe, reflect and respond to big topics and themes central to our current world to promote positive mental health and wellbeing. This is a space to stretch your imagination and be creative.
The Chapters can be completed in order or hand-picked for the context of your class. Students will follow the same explorative structure to create reflective work for each Chapter. See how to guide to learn more.
This chapter explore the theme of hope, looking at other artists interpretations to the theme as a starting point to devising a creative response.
This journal is for KS3 though due to the open ended nature, can be appropiate for KS4 and 5. Suitable for remote learning.
Through the 12 Chapters, young people will be given the space to observe, reflect and respond to big topics and themes central to our current world to promote positive mental health and wellbeing. This is a space to stretch your imagination and be creative.
The Chapters can be completed in order or hand-picked for the context of your class. Students will follow the same explorative structure to create reflective work for each Chapter. See how to guide to learn more.
This chapter explore the theme of hope, looking at other artists interpretations to the theme as a starting point to devising a creative response.
This journal is for KS3 though due to the open ended nature, can be appropiate for KS4 and 5. Suitable for remote learning.
Through the 12 Chapters, young people will be given the space to observe, reflect and respond to big topics and themes central to our current world to promote positive mental health and wellbeing. This is a space to stretch your imagination and be creative.
The Chapters can be completed in order or hand-picked for the context of your class. Students will follow the same explorative structure to create reflective work for each Chapter. See how to guide to learn more.
This chapter explore the theme of hope, looking at other artists interpretations to the theme as a starting point to devising a creative response.
This journal is for KS3 though due to the open ended nature, can be appropiate for KS4 and 5. Suitable for remote learning.
Through the 12 Chapters, young people will be given the space to observe, reflect and respond to big topics and themes central to our current world to promote positive mental health and wellbeing. This is a space to stretch your imagination and be creative.
The Chapters can be completed in order or hand-picked for the context of your class. Students will follow the same explorative structure to create reflective work for each Chapter. See how to guide to learn more.
This chapter explore the theme of hope, looking at other artists interpretations to the theme as a starting point to devising a creative response.
This journal is for KS3 though due to the open ended nature, can be appropiate for KS4 and 5. Suitable for remote learning.
Through the 12 Chapters, young people will be given the space to observe, reflect and respond to big topics and themes central to our current world to promote positive mental health and wellbeing. This is a space to stretch your imagination and be creative.
The Chapters can be completed in order or hand-picked for the context of your class. Students will follow the same explorative structure to create reflective work for each Chapter. See how to guide to learn more.
This chapter explore the theme of hope, looking at other artists interpretations to the theme as a starting point to devising a creative response.
This journal is for KS3 though due to the open ended nature, can be appropiate for KS4 and 5. Suitable for remote learning.
Through the 12 Chapters, young people will be given the space to observe, reflect and respond to big topics and themes central to our current world to promote positive mental health and wellbeing. This is a space to stretch your imagination and be creative.
The Chapters can be completed in order or hand-picked for the context of your class. Students will follow the same explorative structure to create reflective work for each Chapter. See how to guide to learn more.
This chapter explore the theme of hope, looking at other artists interpretations to the theme as a starting point to devising a creative response.
