Early Years / KS1
Join in
Movement, repetition, listening, simple roles, call-and-response and shared story moments. Reading and writing are not assumed.
For Schools
School topics with pace, purpose and a proper spark
This is the structured, curriculum-driven side of Time to Perform: history, Shakespeare, debate, confidence, communication and production support brought to life through action, evidence, questioning, speaking and memorable pupil output.
Age-appropriate expectations
What pupils are expected to do
The older the pupils, the more visible the output becomes. Participation stays supportive, but the challenge grows: explain more, justify more, create more, perform with purpose.
Lower KS2
Contribute
Pupils begin to answer, choose, sequence, explain and take roles with more independence.
Upper KS2
Show understanding
More expectation around evidence, discussion, character, decision-making, teamwork and creative presentation.
Secondary / CPD
Apply and reflect
Greater focus on performance choices, interpretation, communication, argument, confidence and transferable skills.
School workshop families
Big topics. Clear outcomes. Lessons pupils remember.
For schools, the tone is structured and energetic: topic knowledge, speaking, evidence, empathy, debate, teamwork and creative output. Pupils step in, take part, then show what they understand.
KS2 / History
Roman Britain
Soldiers, citizens, evidence and empire brought into the room.
KS2 / History
Vikings
Raids, myths, settlements and decisions pupils can step inside.
KS2 / History
Ancient Egypt
Mystery, ritual, power and discovery through dramatic learning.
KS2 / History
WWII Home Front
Evacuees, rationing, resilience and everyday wartime choices.
KS1 / KS2 / English
Shakespeare & Story
Big language, bold characters and stories pupils can actually feel.
KS1 / KS2
A Midsummer Night’s Dream
Dreams, magic, mischief and theatrical chaos for primary pupils.
KS2 / Secondary
The Trial
Evidence, persuasion, questioning and courtroom decision-making.
KS2 / Secondary
Find Your Voice
Confidence, speaking, listening and presenting with purpose.
KS1–KS4 / Production
School Production Support
Direction, rehearsal structure, performance coaching and practical production support when staff need extra capacity.
KS4+ / Ethics
Power, Pressure & Group Behaviour
A carefully facilitated exploration of authority, conformity, influence and moral courage — case-study inspired, not a re-enactment.
School production support
From rehearsal room to final bow
Some schools have the vision for a production but not the time, confidence or spare staff capacity to carry the whole thing alone. Time to Perform can support a school play, showcase or performance project with direction, rehearsal structure, character work, confidence coaching and practical staging ideas.
Directing support
Shape scenes, characters, pace, transitions and final performance energy.
Rehearsal structure
Help pupils know what they are doing, when they are doing it and how to improve.
Performance coaching
Voice, movement, confidence, listening, focus and ensemble work.
Staff partnership
Designed to support teachers, not take the school’s ownership away.
Older pupils and adults
Power, pressure and group behaviour — safely explored
For older students, sixth form groups, staff CPD or adult training, Time to Perform can offer carefully bounded sessions inspired by famous case studies of authority, conformity and group influence. These are not shock experiments or re-enactments. They are safe, reflective, opt-out-friendly learning experiences about choices, leadership, courage and the way groups behave under pressure.
Ethics first
No humiliation, coercion or hidden psychological tricks. The learning is openly framed and facilitated.
Reflection built in
Participants explore what happened, why it matters and how it connects to real decisions.
Age appropriate
Only offered where the setting, aims and safeguarding expectations make it suitable.
Inclusion and SEN
Adaptable without losing momentum
Every room is different. Sessions can be adapted for pupils with SEN, varied confidence, sensory needs, literacy differences, language development and different levels of participation. The aim is to help pupils access the experience rather than forcing everyone into the same mould.
Clear structure
Simple steps, repeated cues and visible progression.
Flexible roles
Pupils can speak, move, observe, choose, support or perform depending on the task.
Varied outputs
Performance, discussion, drawing, writing, voting, questioning or reflection.
Safe challenge
Enough energy to excite, enough care to keep pupils secure.
Booking encouragement
Give pupils the lesson they do not want to miss
Dates around curriculum topics, themed weeks, World Book Day, transition days and end-of-term experiences can become crowded quickly. Early enquiries help shape the best fit before the school calendar runs away.
No time to waste — it’s Time to Perform.
Want a school workshop with purpose, pace and proper wow?
Share the year group, topic, aims and possible dates. I’ll suggest a workshop shape that fits your pupils.