Birmingham Arts School facilitates three essential secondary teacher networks in Dance, Drama and Visual Art. These networks offer invaluable opportunities to collaborate with fellow professionals, exchange best practices, and uncover fresh strategies for student engagement. We strongly encourage headteachers and teachers to participate in these sessions to explore innovative teaching techniques, champion high-quality arts education, and have a dedicated forum to address challenges and opportunities specific to their schools.
These sessions will include in-depth looks at KS3 and KS4 schemes of work and assessment, featuring speakers from exam boards who will provide expert advice on the syllabus. Additionally, there will be deep dives into how Ofsted views your subject, ensuring you are well-prepared and informed. Those teachers BTEC performing arts will also benefit from these sessions.
The Secondary Drama Network will be led by Birmingham Repertory Theatre. This session will be on 'Approaches to text/ Adapting texts'. A comprehensive session on text-based drama. Educators will delve into the study and performance of scripted plays, including techniques for adapting texts like Shakespeare to resonate with modern audiences. Gain insights into analysing playwrights' intentions and dramatic techniques, equipping you to make theatre relevant and engaging for students studying classic and contemporary texts alike.
Explore strategies to bring characters to life through interpretation and performance, fostering a deep understanding of theatrical conventions and storytelling methods. This session empowers drama teachers to guide students in discovering the timeless themes and universal truths within dramatic literature.
NB: Discounts* available to BAS Arts Package Schools. Free access to 1 secondary network for BAS Secondary Arts Package Schools | Free access to all 18 secondary networks for BAS Secondary PLUS Arts Package Schools. Contact bhavik.parmar@bep.education for more information. *Discount applied after booking.
