Book a Visit: Drama CPD and INSET
Bring (even more) creativity and active learning into your school curriculum! David Farmer delivers high-quality bespoke Drama INSET days and twilight CPD sessions in schools across the UK and internationally. These are suitable for teachers and teaching assistants with a focus on cross-curricular strategies or specific topics.
David also presents workshops abroad at universities, international schools and conferences. Recent destinations include Antibes, Nice and Paris (France), Amsterdam (Netherlands), Košice (Slovakia), Colorado Springs (USA), Buenos Aires (Argentina), Ankara and Diyarbakir (Turkey), Johannesburg (South Africa), Lillestrøm (Norway), Porto (Portugal), Yverdon (Switzerland) and many others.
Fees and Booking
Call David Farmer on 0797 321 7876 for further details or via the contact form below.
Below you can you read about some example CPD topics as well as testimonials from some of our many happy clients.
Thank you so much for delivering an exciting, productive and valuable series of workshops.
David spent the day at our school with a focus on Drama across the Curriculum within the EYFS and Key Stage 1. The day was filled with practical activities. We hardly sat down! David ensured we had the theory to back up the practical by providing appropriate links. My staff left with an abundance of activities to draw upon and had a renewed energy to take back into their classroom. I would highly recommend a day with David!
Thanks so much for giving us a real lift of energy and excitement about teaching on a cold and dreary January evening! I am so excited to try out Whoosh! today and 1,2,3 and am already planning next week’s lessons with the Imaginarium and many others!
Excellent CPD, money well spent and a wealth of ideas to take away… Thank you!
You inspired and challenged us to be better teachers. You taught us how effective drama can be to get our students’ attention and make our lessons fun for them. You gave us new teaching tools and helped us feel we can make a difference in our students’ lives. Thank you.
Teachers have been having a go at lots of the activities you ran through and the classrooms are really buzzing!
Drama in the Primary Curriculum
The focus is on the use of drama strategies to create interactive learning opportunities across the revised primary curriculum, including literacy, history and science. Approaches used include still images, role-play, hot-seating, ten-second objects, thought-tracking and more. An opportunity can be given for staff to discuss and try out approaches linked to their current or upcoming topics and themes.
Drama for Improving Literacy
The course focuses on inspirational games and strategies for improving writing, speaking and listening skills. These engaging activities involve every child in the creative process and include lively word and storytelling games and collaborative activities for developing locations, characters, genres and situations through simple drama structures.
Drama for Language Teaching
Drama games and strategies can be used to engage students in language learning through lively and fun activities. They can be adapted to teach language at all levels as well as developing teamwork, self-confidence and communication skills. The approaches can be used to complement a wide range of themes, literature and course materials.
Teaching Shakespeare to Children and Young People
We outline a practical approach for teaching Shakespeare to children and young people from key stage 2 upwards. We offer a range of enjoyable and accessible drama games and strategies that will quickly get students involved in the world of the play, exploring character, language and staging ideas through practical methods. A range of script extracts are used to demonstrate how the approaches can be used with any of Shakespeare’s plays.
Directing Plays with Children
This stimulating course is suitable for anyone who wants to learn about directing plays with children and young people or is looking for new ideas and guidance. Author and director David Farmer outlines a creative approach to directing. He explores how drama games can be used to develop characters, extend acting skills and create imaginative stagings of scenes.
We are really embracing the drama and are holding a staff meeting this week to celebrate what we are doing and looking at how we can use the activities you taught us most effectively in our lessons. We are going to keep class portfolios of evidence of our drama and how this has impacted positively on children’s vocabulary and writing. I’ll keep you posted!! I have already seen some lovely writing come out of the drama activities for ‘The Magic Box’.Sarah Goodwin
The INSET day was pitched just right (levels, ideas and timing) for us. There were lots of practical fun ideas for all sorts of lessons. They were easy to remember; easy to build into lessons and worthwhile.Adrian Downie
David says: “I recently ran a whole-day INSET training course for teachers and teaching assistants at a Primary School in London. I delivered the session to 25 participants and we began by looking at how and why drama can be used to teach across the curriculum, following on with some fun drama games. I demonstrated a range of drama strategies based on an Evacuees lesson, including the technique of Open and Close which went down a storm.”
“After lunch we used traditional stories as a way of looking at role play. Teacher in Role proved to be easier than some teachers may think! We explored how paintings and photographs of people can be used as a way into improvisation and still images can be used for exploring stories for younger children.”
- I liked the fact that the ideas could be used across the curriculum.
- Really enjoyable, made using drama seem like a fantastic way to support and enhance learning.
- The various practical ideas were amazing! I will be using them over the next few terms in my planning and teaching.
- You have de-mystified drama for everyone.
- Really good fun – and a chance to see colleagues in a new light.
Your twilight INSET more than fulfilled expectations. Staff were intrigued and engaged throughout. The calm purposeful atmosphere which you created was empowering and a teacher who maintained that she would only ever watch from the sidelines was found participating in a physical piece of drama in front of an audience. Miracles can happen! From Primary specialists to Secondary teachers of Classics, Modern Languages and Music (teachers whose pupils ranged in age from 6 to 18) – everybody found something to take away and think about.Bridget Ogley