NEWS HSDC collaborates with Titchfield’s Great Barn
preservation, thanks to the efforts of recent owners, and exhibits a level of craftsmanship far beyond the normal, for that period in history.
As part of their course, each student is required to take on an acting role and a production role whilst working as a collaborative theatre company for the second half of the academic year. This year, students embarked upon creating a contemporised and reimagined production of The Winter’s Tale in their final production at HSDC, impressing audiences over the course of three days.
In addition to having the opportunity to perform The Winter’s Tale, Titchfield Festival Theatre annually host a Shakespeare festival at The Great Barn. HSDC students have previously been invited by Kevin Fraser (the artistic director of TFT) to participate in the festival which is an incredible opportunity to immerse themselves in industry standard conditions.
HSDC Acting for Stage and Screen students transform one of Shakespeare’s classic tales at Titchfield’s Great Barn in continuous collaboration with Titchfield Festival Theatre.
The Great Barn which is one of the most historic venues on the South Coast, has collaborated with HSDC since 2019, producing and performing shows such as Julius Caesar, A Midsummer Night’s Dream, The Tragedy of Macbeth, and The Winter’s Tale. The venue is in a truly magnificent state of
Jimmy Ryan-Shedden, Lecturer of Drama added: “Over the course of this year, I have implored this to our current cohort of students, reminding them to savour every minute of this experience, realise how lucky they are to be performing at Titchfield’s Shakespeare Festival, and understand how this venue has such strong links to the great man himself. Shakespeare taught in Titchfield and worked as a writer for the Earl of Southampton, plus there are a whole host of historical ties that makes The Great Barn a perfect location for a Shakespeare Festival.”
www.hsdc.ac.uk/course-finder
Experts call for teacher training changes to create more inclusive curriculum
A new briefing from The University of Manchester’s Centre on the Dynamics of Ethnicity (CoDE) and the Runnymede Trust has highlighted the need to use teacher training and Initial Teaching Education (ITE) to develop a more diverse and inclusive curriculum and methods of teaching. Recent years have seen increasing calls to make schools across the UK more inclusive for students from minority ethnic backgrounds. Disproportionate school exclusions, low levels of Black and minority ethnic teachers, particularly at senior levels, and tensions regarding policing in schools are all at the forefront of these discussions.
While barriers for teachers in delivering more inclusive history curricula have long been recognised, there has been little focus on the crucial role of teacher educators and teacher training in this trajectory toward a more inclusive education system which works for all.
Making History Teachers shows how Initial Teacher Education (ITE) provision is increasingly fragmented and marketised, and that there are a number of constraints in the teacher education space, including lack of time, ‘tick-box’ approaches to diversity work, gaps in trainers’ subject knowledge, and lack of Black and minority ethnic representation among teacher educators/trainee teachers.
In schools, significant constraints were identified including limited time for innovation, lack of training and guidance in teaching ‘difficult’ or ‘sensitive’ subjects, and the need for accredited, high-quality continuous professional development for all teachers.
“History has typically been the discipline that leads the way on educational related change with regards to race and ethnicity, and so we look forward to seeing how the Government and other core stakeholders engage with and respond to the recommendations we have outlined,” said Lesley Nelson-Addy, Education Manager at the Runnymede Trust. “This is a vital briefing which highlights the, often forgotten, need to
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www.education-today.co.uk June 2023
engage with the role teacher education plays in embedding an anti-racist approach to teaching history.
“This research makes clear that teacher educators are asking for support in this process, and so we hope this marks a point at which we can further engage with, and act on, questions around teacher training policy and practice.”
https://pure.manchester.ac.uk/ws/portalfiles/portal/261547564/ Runnymede_CoDE_Briefing_Teacher_Training_FINAL.pdf
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