t: 0800 644 6034 e: info@bigfootarteducation.co.uk www.bigfootarteducation.co.uk

Upwards and Onwards ResouRce pack

Teacher Information 03

sectiOn One: transitiOn & Me

Questionnaire 05How I’m feeling 06Hope & Fears 07My Footpath 08My Footpath Storyboard 09Quiz; Transition & Me 11

sectiOn twO: transitiOn Made easy

Jay’s Story 14Jay’s Story; Cartoon Strip 15Finding the positive 16I must remember 18Having the Answers 19Agony Aunt 20Remember…. 21

teacHer nOtes

Task & Activity Extension/Adaptation 23School Liaison 25About Bigfoot 26

2 Upwards and Onwards coNTeNTs

cOntents

dear teachers, dear teachers,

we hope you are looking forward to Bigfoot’s forthcoming Upwards & Onwards performance.

Within this resource pack you will find lots of information regarding the various factors that need to be considered when addressing the complex topic of transition.

The pack has been divided into two distinct sections; part one: Transition & Me and part Two: Transition Made easy

part one: Transition & Me has been designed to help students to understand what transition is and how this will impact them on both a short and long term basis. There is a strong emphasis on encouraging students to reflect on the anxieties they may be feeling as individuals, as well as those shared by differing class groups, prior to beginning the transition.

part Two: Transition Made easy seeks to provide students with a variety of resources which will challenge them to explore and experiment with strategies and techniques to deal with transition in a positive way.

3 Upwards and Onwards INTRoducTIoN To TeacheRs

intrOdUctiOn tO teacHers

We have also included the onwards & upwards script at the start of this pack, which will give you an insight into the issues our facilitators will be exploring on the day. If you have any queries or concerns about any of the themes covered within the play, please do let us know in advance; we are happy to make reasonable modifications to the version that is delivered in your school, as long as we have enough prior notice to do so.

If you would like us to clarify any of the activities and/or tasks included in the pack, or indeed, if you would like any further ideas for pre or post workshop activities, please do not hesitate to get in touch.

we look forward to working in your school!

Lizzie cLancy

Creative Director t 0207 9525 550 e lizzie@bigfootartseducation.co.uk

sectiOn One: transitiOn & Me

4 Upwards and Onwards secTIoN oNe: TRaNsITIoN & Me

this section has been designed to help students understand what transition is and how this will impact them on both a short and long term basis. there

is a strong emphasis on encouraging students to reflect on the anxieties they may be feeling as individuals, as well as those shared by differing class groups, prior to beginning the transition between key stages and/or schools.

5 Upwards and Onwards QuesTIoNNaIRe

QUestiOnnaire

the following questionnaire has been designed to discover how you feel about changing schools- Are you excited about learning something new? are you a little bit nervous about making friends? are you sad to be leaving your old school? Think carefully before answering each question and try to be as honest as possible......

After completing the questionnaire, with your teacher, collate your class’s answers on a chart and work out, as fractions/percentages, how many people feel the same about changing schools.

How do you feel about leaving your old school?

How do you feel about starting a new school?

List three things that you think are going to be different in your new school?

•

•

•

List three things that you are looking forward to in your new school:

•

•

•

List three things that worry you most about starting a new school:

•

•

•

do you think everyone else feels the same as you?

can you think of anything you could do to make changing schools easier for you?

can you think of anything you could do to make changing schools easier for others in your class?

6 Upwards and Onwards hoW I’M feelINg

Each one of us reacts differently to change- some people enjoy having a new challenge, whilst others worry that they may not be able to cope with being in a new situation and having new experiences. A great way to tell how a friend or class mate may feel about moving schools is to look at their face- our eyes, eyebrows, mouths, and even noses are a big indication of what we are feeling.Use the face template below to draw a picture of how YOU feel about moving to secondary school- are you excited/worried/scared/happy? Think carefully about the following:

• What shape are the mouth and eyes?

• Where are the eyebrows? These give our faces expression, and so how we position them can show whether we are anxious, scared, happy, excited, and/or surprised

Now draw on the second face template to show how you think you would like to look on the first day at your new school- has your expression changed at all?

Remember - you want to make an effort to enjoy yourself and make new friends - how can you do this by changing the shape of your mouth, eyes, eyebrows?

HOw i’M feeLing

7 Upwards and Onwards hope & feaRs

Before starting something new, we experience lots of mixed feelings about what is going to happen to us- will it be a good experience? When starting a new school we may have lots of hopes about what we would want it to be like, as well as a few fears about things we worry may happen to us when in a new environment with new people.

HOpe & fears

i Hope that…. My fears are….

• The school food tastes nice • That I’ll be in a class with no friends

• •

• •

• •

• •

• •

Use the chart below to list SIX things that you hope your new school may have or be like, as well as SIX things that you are worried about happening when you start school. The first one has been done for you:

8 Upwards and Onwards My fooTpaTh

we have all been through lots of changes already in our lives- some of which may have been very small, and others which may have had a big impact on the lives of our friends and family as well as us.Spend some time in pairs or small groups discussing any changes that you can remember having happened in your life, no matter how large or small.

Now fill in the footpath below writing on each stone a different change that you have gone through.

My fOOtpatH

9 Upwards and Onwards My fooTpaTh sToRyboaRd

we have already looked at some of the changes we have been through in our lives, as well as written down a few of these on our ‘footpath’. Now chose just ONE of these changes and think about:• How you felt just before you knew the change was going to happen• how you felt once you knew the change was happening• how you felt during the change• how you felt after the change

Fill out the storyboard template below and draw a picture in each box to show what was happening and how you felt at each stage of the change. below each picture write a caption describing where you are, who is involved and what is happening in your story:

My fOOtpatH stOryBOard

1. 2. 3.

10 Upwards and Onwards My fooTpaTh sToRyboaRd

My fOOtpatH stOryBOard coNTINued

4. 5. 6.

11 Upwards and Onwards QuIz; TRaNsITIoN & Me

QUiz; transitiOn & Me

even though changing and moving schools can be very exciting and something to look forward to, it can also be quite daunting! Many of you may feel a little worried about certain things, but don’t want to tell anyone because you feel you are the only one feeling that way. However, it is very likely that most of your friends and/or class feel exactly the same as you!Try this quiz to test how you really feel about moving schools and starting secondary school- you may be surprised by what you discover!

QUestiOn yes nO

1) Are you sad about leaving your Primary school?

2) Are any of your friends moving to the same school as you?

3) Do you enjoy meeting new people and making friends?

4) do you know how to get to your new school each day?

5) Have you visited the school already with your family/friends?

6) Are you worried about getting homework?

7) Have you met any of your new teachers?

8) do you know where you can play and eat at break and lunch times in your new school?

9) do you worry about having lots of lessons all in one day?

10) are you worried about getting lost and being late for class?

11) Do you know the schools policy on using mobile phones and tablets for social media such as facebook, Instagram and snapchat12) Are you anxious about what to wear and your image now you’re going to school with older students?

12 Upwards and Onwards QuIz; TRaNsITIoN & Me

QUiz; transitiOn & Me coNTINued

pOintsUse the chart to see how many points you got for each answer to the questions. Now add up your score and use the information below to see whether you may need a little help with your worries or whether you’ve got it all under control!

scOre: 20- 24 above average

Congratulations! It would seem you’ve found out lots of information about your new school already and are well prepared. you don’t have any reason to worry about where you are going and what you will be doing. Try to use everything you have learned so far to help your friends and others in your class who may be feeling a bit nervous or worried about changing schools and being amongst older students- you would make a great buddy!

scOre: 16- 19 average

Well done! You are slowly preparing to leave your primary school, and are also quite excited about a lot of new things that you will be doing when you get to your new school. Try to find out as much information as possible before you start in September by asking your teacher to help you and your friends answer as many of your questions as you can. And if you have any anxieties at all about any of the issues mentioned in the quiz, speak to your parents/guardians, old or new teacher/s, or perhaps an older sibling who will all be able to help and guide you.

scOre: 12- 15 Below average

Oh dear! It would seem that you may need some help in finding out a bit more about your new school before you start in September. Ask your teacher to help you find which other people in your class and/or school will be going to the same Secondary as you, and together look at ways in which you can find the answers to the questions you have. Also, speak to a parent or guardian about your worries as they will be able to help you find solutions and/or look at ways in which you can feel a lot happier and less concerned about changing schools.

QUestiOn yes nO

1 1 2

2 2 1

3 2 1

4 2 1

5 2 1

6 1 2

7 2 1

8 2 1

9 1 2

10 1 2

11 2 1

12 1 2

sectiOn twO: transitiOn Made easy

13 Upwards and Onwards secTIoN TWo: TRaNsITIoN Made easy

this section seeks to provide students with a varietyof resources which will challenge and stimulate them

to explore and experiment with strategies and techniquesto deal with transition in a positive way.

14 Upwards and Onwards Jay’s sToRy

the report below is from a boy called Jay who, like all his friends, moved to secondary school in september. although he was looking forward to starting the new school, he was also worried about the change and what it would be like.

Here’s what he has to say:

Jay’s stOry

Everyone gets scared when they are moving to secondary school. But it’s not as bad as it sounds. When I was just about to move up I was nervous. I was worried about the amount of work, how hard the work would be, the bigger people in school who may intimidate me, and if the teachers were going to be strict. The things that worried me the most were making new friends and losing old ones and how I’d be able to fit in with everyone. But I haven’t lost any friends and I’ve made loads of new ones really quickly.

And there are a lot of things that helped me. There were a couple of induction days - they really helped because you got to meet the teachers, you got to meet all the people in your class, and you got a taste of life in secondary school. Getting to pick a group of four friends that I wanted to be in my class helped too, but I only picked one.

In the first week we got taken around the school by the prefects. That helped a lot too. They also gave us advice about our uniform, where we could and couldn’t go, and the school’s policy on using mobiles in school, especially social media. There was a lot to take in and, I don’t care admitting, I’m still not actually sure about using snapchat and Instagram…my mum doesn’t like it. But I’m on facebook and I guess I’ll just find my way with everything else if I really need too…Having the latest gadgets and being on all these different groups and things definitely isn’t the big deal I thought it would be at Secondary school.

Now I am enjoying my new school a lot; I use the school library loads and I am starting to find my way around. The only thing that I am still getting used to is having lots of different teachers.

My advice to people moving up would be: Don’t believe all the rumours you hear, don’t think that just because you are in a different class from a friend that you will not see them again, and try to make some new friends; don’t just stick with the friends you’ve got. It’s not as scary as you think and, actually, being the youngest in school again is pretty cool…

15 Upwards and Onwards Jay’s sToRy; caRTooN sTRIp

Read Jay’s report about his experience of moving to secondary school last year. now pick out siX main points that he mentioned that you felt were helpful to know about moving schools:•

•

•

•

Jay’s story:

•

•

Think about Jay’s report and the list you have made about the different things that Jay mentioned in it. Using these six points, draw a cartoon strip about Jay’s experience of moving to secondary school. You may like to add your own characters such as Jay’s friend, a teacher he met, and/or a school prefect who was particularly helpful:

Jay’s stOry; cartOOn strip

Cut out the squares below and match each ‘Negative’ comment with a ‘Positive’:

16 Upwards and Onwards fINdINg The posITIve

it is more than likely that we all have at least one worry about changing schools, but we also probably have lots of things that we are really excited about, such as learning a new subject, making friends, and having new teachers.Below are lots of statements that students have said they often worry about starting a new school, as well as lots of comments about how this worry can actually be something quite good and exciting. For example:

finding tHe pOsitive

“i’m really worried about forgetting something. at this

school everything i need is in my classroom, but there you have to remember to take everything you

need for the lessons with you.”

“My new school has so many great facilities such as a dance studio, sports gym, a big dinner

hall, and science labs.”

“i’m a bit worried about how much homework i’m going

to get and that maybe i won’t be able to do it all”

“i’m now not going to have just one teacher - I’m going to have 10 - How will i remember

their names or where i’m meant to be each lesson?!”

“My friends and i have arranged to meet up in order to help

each other with our homework- it may actually be quite fun!”

“i’m looking forward to having lessons with a mix of lots of

different teachers- I’m certain to like most, if not all, of them!”

“i usually always play with the same group of friends all the time, so it’ll be good to meet some new people and learn

new games”

“I’m really excited about having my own locker to store

everything i need in.”

17 Upwards and Onwards fINdINg The posITIve

finding tHe pOsitive coNTINued

“i know we get put in class groups in secondary school- it’ll

be a good opportunity to sit with new and different people

when in lessons”

“My new school is just so big and there are just so many rooms

- i don’t think i’ll ever remember where everything is- i’m bound

to get lost!”

“it’ll be quite nice not to have the responsibilities of being the oldest in the school for a while”

“i’m a bit nervous about being around lots of older children and feeling intimidated by everyone”

“i don’t know many people who are going to the same school as

me and so i feel a bit scared that i might not have any friends”

“it’s going to be really great to have lots of teachers who are

experts in each subject- I’ll learn so many new things!”

“i’m a bit concerned as i’ve heard that the teachers are really strict and that if you don’t understand

something, they shout at you”

“i’m worried about being made to be in a class with none of my friends and having no-one to sit

with in lessons”

18 Upwards and Onwards I MusT ReMeMbeR

There are many different things you need to remember to take with you when starting a new school. you may be learning lots of new subjects in which you need extra equipment, or you may try learning a new sport where you need different clothes.Fill out the form below welcoming a new person to your class. You are responsible for telling them exactly what they need to bring with them to the lesson, so choose just ONE subject, for example, Maths, PE, English, Geography, and think about what important items you need to remember.

Now think about what items you need to remember to take with you to school generally, for example, a pencil case, bag, reading book, as well as some things that you need to remember for specific subjects, such as a calculator, ruler, shorts.

Fill in the template below, using each letter in the word REMEMBER as the first letter of a sentence about what are the important things you need to remember to take with you to your new school each day.

The first letter has been done for you:

rulers are needed for geography and maths

eMeMBer

i MUst reMeMBer

weLcOMe tO OUr

...................................... cLass

for this class you will need:

•

•

•

•

•

19 Upwards and Onwards havINg The aNsWeRs

It is difficult to remember everything you need to ask when visiting your new secondary school. Use the questions below to help you ask all the right questions and discover a little more about your new school:

Having tHe answers

My Question…. and the answer is…….

what time is registration?

what time does the school day finish?

what is the school uniform?

are you allowed mobile phones in school?

who will be your form teacher?

who will be your head of year?

where do you go if you feel unwell?

My Question…. and the answer is…….

what times are the break and lunch times?

How many lessons do you have a day?

What kind of extra curricular activities can you be involved with?

are you allowed mobile phones in school?

will you get homework?

who can you talk to if you need help?

what do you need to bring for pe?

what food is available at lunchtime?

where can you eat your packed lunch?

20 Upwards and Onwards agoNy auNT

How can we help our friends and peers with their worries and concerns about moving schools? what can we do or say to help others feel confident, relaxed and happy about starting their new school? we all probably have lots of ideas about things we can do to look after ourselves, as well as our friends, before, during and after having moved schools. Use the template below to create your own magazine ‘Problem Page’ with a partner, listing FOUR worries people may have when moving schools, as well as possible solutions to these problems:

* Insert your own names

agOny aUnt

Agony AuntHow can we help our friends and peers with their worries and concerns about moving schools? What can we do or say to help others feel confident, relaxed and happy about starting their new school? We all probably have lots of ideas about things we can do to look after ourselves, as well as our friends, before, during and after having moved schools.Use the template below to create your own magazine ‘Problem Page’ with a partner, listing FOUR worries people may have when moving schools, as well as possible solutions to these problems:

* Insert your own names

© Bigfoot Arts Education Section Two: Transition Made Easy 2.8

21 Upwards and Onwards REMEMBER…

your head may be packed full of everything you need to remember before starting your new school, but don’t panic, there are lots of people around to help you, as well as many bonuses to starting secondary school:

MOre wOrk!Teachers in secondary school often view their students as young adults. This means that your work will be more challenging and, in addition to your nightly dose of homework, you may also have exams for the first time. The workload may seem a bit overwhelming, but your teachers will most likely understand that you and your classmates are making an adjustment. If you feel that they don’t understand this and you’re having trouble with the amount of work expected of you, make sure you bring it up with a parent/guardian, or your head of year and/or form teacher.

tHe Big LOck-UpMost likely, you will be assigned a locker in your secondary school- this will be your very own “home base” during the day. Instead of lugging your stuff around in one bag, or stashing it in a classroom desk or cubby, you now have a place to store everything safely.

LiBrary Heaven!Chances are, your secondary school library is bigger and better than the one at your old school. Many secondary school libraries have more than just books -- they might also have computers, video stations, and other forms of media to help you learn. They’re great locations for doing homework, studying for tests, and doing research.

On scHedULeYou may find you have to move to a different class, in a different room, every hour, whilst also having different classes on different days! No doubt you may find it all a bit daunting at first! You’ll probably have it down in no time, but new buildings and new routines are confusing for everyone. If you have trouble finding something, or keeping track of where you have to be, speak up! Your teacher and other school staff are there to help.

eXtra-cUrricULa’shere is one of the best parts about secondary school: the chance to get involved in after-school sports, clubs, and activities. From football to hockey, from drama club to choir practise, these “extra-curricula’s” are a great way to make friends, explore new interests, and, of course, have lots of fun.

reMeMBer…

teacHer nOtes

22 Upwards and Onwards TeacheR NoTes

23 Upwards and Onwards Task & acTIvITy exTeNsIoN/adapTaTIoN

Many of the tasks and activities included in this pack can be used as a stimulus for further work with your class in order to encourage group discussion and co-operation. Use the information below as a guide to how you can further explore the theme of transition with your students based on the tasks and activities provided.

finding tHe pOsitiveDistribute the ‘Finding the Positive’ worksheet to the class

• Divide the class into pairs and ask each pair to come up with something they are a little worried about, or something that they think others in the class may be worried about, regarding transition. Ask them to write this on a large piece of card.

• Now ask them to think of what they could do to alleviate this worry, or something that perhaps makes this worry not seem so bad (use the examples presented in the ‘finding the positive task’). Ask them to write this on a large piece of card too. Each pair should now have two pieces of card- one with a negative comment on and one with a positive.

• Now gather together all the pieces of card and give them a shuffle. Re-distribute them to the class and ask them to hold all the pieces of card up so that everyone in the class can see them.

The task is for each student to read out the comment on the piece of card they are holding and for the class to decide if it is a concern or a positive response. They then have to see whether they can find who is holding the correct opposite comment. By the end of the task, the class should have correctly identified a number of concerns as well as possible positive responses to this. After each concern and positive outcome has been found, discuss other possible positive outcomes- either solutions to the problem, strategies of dealing with the problem, and/or a benefit to the problem.

Having tHe answersEach student will be required to discover as much information as possible about their new school. They could do this by reading the school prospectus, questioning other students, visiting the school website or by filling out their ‘Having the Answers’ when visiting their new school.

Ask the students to complete their ‘Having the answers’ sheet as accurately as possible.

Now divide the class into pairs and ask each pair, using the questions on the sheet, to ask each other SIX questions about their new school. For example:

• What is your new uniform like?

• Who is going to be your form tutor?

• How many lessons will you have a day?

After the students have asked and answered questions about each other in pairs, ask each pair to remember just THREE of the answers and present their partners new school to the rest of the class.

Not only will this exercise develop speaking and listening skills, but it will also encourage students to share information about their school and, thus, feel a sense of belonging towards their new school.

i MUst reMeMBerSet up a memory recall task with your class, for example: Tray of Objects. Begin by dividing your class into groups of five or six students in each. Each group can be responsible for creating their own tray of objects:

Step One: Select a variety of items from inside and outside school, such as: pencils, a toy, stone, ball, mug, ruler, calculator…..

Step Two: Lay these items out on a tray or board

Step Three: Position the tray/board in the middle of the table.

task & activity eXtensiOn/adaptatiOn

24 Upwards and Onwards Task & acTIvITy exTeNsIoN/adapTaTIoN

Step Four: Ask everyone to try as hard as possible to remember every item on the tray.

Step Five: Cover the board of items with a cloth (such as a tea towel or blanket)

Step Six: The task is to try and recall as many items on the tray as possible- can anyone in the group do it?

agOny aUntUsing some of the worries and solutions presented in the magazine article ‘Problem Page’, ask each pair to select just one of their ideas and present it to the rest of the class as a ‘hot seat’ activity. For example;

• Ask one student from each pair to be a student with the problem and the other to be the ‘agony aunt/uncle’.

• Ask each pair to read one problem and solution from their magazine article aloud to the rest of the class in role as student and agony aunt/uncle

• Now take suggestions from the rest of the class regarding other possible solutions to the problems stated.

task & activity eXtensiOn/adaptatiOn coNTINued

25 Upwards and Onwards school lIaIsoN

some schools are very good at liaising with the schools with whom their students are leaving or, indeed, joining. However, it is our responsibility as teachers to ensure that our students feel fully supported in their transition, not only by their current school, but also by that which they are to join.

Message in a BOttLe:In order to encourage a dialogue between schools and, more importantly, students, carry out the following task with your class so that they feel confident and secure in the knowledge that their worries and concerns are listened to, and that their views and opinions are important to their new school.

As a class come up with a series of questions that you would like answering before you start your new school. For example- How much homework do you get each night/week? Where do you go if you feel unwell? How often do you have an assembly? Are there any books I should read before coming to school?

Formulate a letter, including a variety of the questions listed by your students, in order to help your students gain a better picture and prepare themselves for the daily and weekly routine to come. Address the bottle to students in the year above your class in their new school. pop it in a bottle and seal. deliver the bottle to the new school and encourage the students (via their head of year/form tutor/class teacher), either in year 3 or year 7, to reply to these queries in a similar way. Alternatively, the answer bottles could be waiting for the students when they arrive at their new schools, either in their classroom or as part of a display in the foyer or hall.

treasUre HUnt:One of the most common fears of students starting at a new school is that they will get lost, or that they will be unable to find their classroom and, therefore, be late for their lessons.

In order to make the task of discovering their new school fun and exciting, organise a treasure hunt with clues, which leads children from one place to the next around the school. use the following as ideas for how you could possibly conduct this treasure hunt:

CLUE: Which large tree stands between the gym, the maths block and the French department? The next clue is hidden under something small and black 5 paces from the tree….

CLUE: Find your way to the Maths Room M2 using your map. When you get there do the sum written on the board to give you the number of the next room you need to visit…..

scHOOL LiaisOn

26 Upwards and Onwards abouT bIgfooT

aBOUt BigfOOtBigfoot is a thriving independent arts education company that operates nationwide. we dedicate ourselves to providing schools and organisations with unique programmes that creatively enrich and extend the national curriculum. We believe that children and teachers become more inspired and motivated through creative expression which consequently helps to raise standards of learning and teaching within schools.

Our programmes are designed to help children and teachers learn in a fun and expressive way. We aim to develop speaking and listening skills, teamwork, cooperation and communication whilst giving young people confidence in their own ideas and abilities. We have developed schemes of work for most areas of the key stage one and two curriculum, whilst our secondary programmes help raise standards in GCSE & A Level Drama, Gifted and Talented provision, key skills development and enriching schools citizenship programmes. Equally important is our ability to listen to schools and organisations specific needs in order to tailor-make bespoke programmes.

In addition to work within schools, Bigfoot boasts exciting performing arts summer schools, part time performing arts courses and specialist programmes. These projects help children realise their full potential as individuals, developing key life skills and performance skills through the use of ‘devising’ techniques, where participants contribute their own creative ideas and experiences to their work giving them ownership and helping them to focus on team work and problem solving.

some of Bigfoot’s core programmes include:

Bigfoot creative residencies Using specially trained drama, dance, music and art practitioners to work within your school covering PPA time, working with small groups, assisting your class teachers, running assemblies and directing productions! Creative techniques such as improvisation, storytelling, theatre exercises and devising techniques are employed to enrich and extend the curriculum.

curriculum enrichment programmesA range of school programmes which explore the curriculum imaginatively are available throughout the year. Programmes include Creative Literacy, Black History Month, Rapspeare, Big Steps (transition), Anti Bullying and Promoting Positive Relationships, Healthy Living, Drugs Awareness, and Cool It! (Climate Change)

Bigfoot youth theatreOur community of youth theatre’s inspire creativity whilst encouraging the development of speaking, listening and responding, group discussion, interaction and drama.

psHe & citizenship programmes for ks3, ks4 and post 16Providing young people with a creative forum where they can confront sensitive and controversial issues allowing them to develop a greater understanding of the world and community in which we live.

creative approachCreative INSET programme for schools whereby teachers learn new ways to in which to engage with their students, by developing a creative approach’ to teaching and learning inspired through drama.

creative daysBigfoot also offers a range of ‘one off day’ workshops to cover teacher absences, as ‘hook’ days for particular topics, or as special treats. These can be our successful ‘Buzz Days’ or ‘Go Mantle’ whereby our facilitators work with students using ‘Mantle of the expert’. We can also devise bespoke projects to meet schools and other organisations specific requirements. Projects range from day long projects with one class group to week long projects involving hundred’s of students to specialised events with organisations such as the British Museum to the London Zoo. Anything is possible!

Our facilitatorsBigfoot trains professional theatre practitioners as ‘educators’ who work with young people in a variety of different settings. We work with actors, directors, designers, dancers, choreographers, musicians, circus specialists, physical theatre practitioners, designers, and poets! All Bigfoot facilitators attend our compulsory two day training course once fully vetted and CRB checked. We monitor and assess our facilitators and evaluate all of our programmes thoroughly to ensure the highest quality of provision.

Bigfoot arts education

The devas club 2A Stormont Road

battersea london sW11 5eN

t: 0800 644 6034 e: info@bigfootarteducation.co.uk

www.bigfootartseducation.co.uk