Classes
8 to 11 years
Upper Primary
Our Upper Primary programme encourages children to take ownership of their voice, creativity, and their role in a team. It’s where confidence moves from developing to thriving.
Classes run in line with local school terms, typically over 12 weeks. Fees are paid per term, and students are welcome to join at any point in the year.
Try our two-week trial for £20 per student. If your child joins for the full term, we’ll deduct the trial fee from your total cost.
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Upper Primary Classes at a glance
EDUCATIONAL DRAMA: STORYTELLING, SPEAKING AND TEAMWORK
Upper Primary develops confident communication through educational drama, with progress parents can see over time.
Core Skills
Students practise clear speech and vocal projection, active listening and stronger focus. They build storytelling by organising ideas and contributing confidently in a group.
Classroom Experience
Classes use structured drama, improvisation and scene work to explore character, voice and movement. Short speech exercises build articulation and projection, then skills are applied in group storytelling tasks.
Confidence in Action
Students speak up more readily, share ideas clearly, and work more independently with peers. Many become more comfortable presenting short work and responding in front of others.
Upper Primary Learning Journey (Ages 8-11)
How Learning Builds Across the Year
Upper Primary builds skills term by term, students can settle quickly and build skills through active educational drama activities. Each term introduces a new focus while reinforcing the same core foundations. Below is a snapshot of what each term focuses on and how progress is shared.
INSIDE AUTUMN TERM
INSIDE AUTUMN TERM
Autumn strengthens clear speaking and expressive storytelling as students start shaping characters and ideas with more control.
Developing core skills:
Students build vocal clarity and confident delivery while developing emotional expression and self-awareness.
They explore character and story structure, shaping ideas into a clear beginning, middle and end.
In the classroom:
Improvisation and character-building sit alongside speech practice (projection and articulation).
Students use freeze frames, story mapping and short scripted scenes to develop stronger storytelling and stage skills.
Confidence in action:
Students share short monologues or original characters, lead small-group activities, and present creative work to peers or parents.
End of term:
Many students speak with greater clarity, make stronger character choices, and present ideas with more confidence and purpose.
INSIDE SPRING TERM
INSIDE SPRING TERM
Spring strengthens group work and responsiveness as students refine how they listen, respond and create through scenes, scripts and improvisation.
Developing core skills:
Students learn to structure and deliver stronger stories while adapting body and voice for different roles.
They build creative collaboration by developing ideas together and responding thoughtfully to others.
In the classroom:
Classes include scripted scenes and student-devised content, alongside status and role-reversal games.
Students practise debate-style speaking and persuasive delivery, and take part in collaborative story planning and creation.
Confidence in action:
Students perform with clearer purpose and emotional tone, contribute creatively in group settings, and learn to give and receive feedback in a supportive way.
End of term:
Students build characters, solve creative challenges, and take pride in what they bring to the group.
INSIDE SUMMER TERM
INSIDE SUMMER TERM
In Summer, students put skills into practice as they rehearse and perform a full scripted production over several weeks.
Developing core skills:
Students build stage presence and performance discipline while strengthening ensemble teamwork and mutual trust.
They learn to stay focused under pressure and take pride in steady progress.
In the classroom:
The class rehearses a full scripted production, working on blocking, lines, movement and ensemble timing.
Students refine voice and character choices, and practise staying motivated and engaged across rehearsals.
Confidence in action:
Students deliver clearer, more expressive performances and support others by leading through example.
Many show greater independence on stage, taking responsibility for their role within the wider group.
End of term:
Children perform with purpose, contribute to a full production, and show growing confidence in how they present and lead.
What Parents Say
Parent – North London
“In school assemblies and plays, my son, was usually relegated to the background. He was bright but lacked the confidence to speak up and be heard. Since being at the academy, he has bloomed and consequently had major parts in each successive school assembly. Thank you so much for instilling in my son the confidence to let his voice be heard and his presence be felt.”
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