Cap-a-Pie has partnered with local schools, Newcastle University’s Special Collections and North East Museums to deliver a creative, research-informed project exploring coal mining, climate change and the future of energy. 

Students begin by learning about the region’s coal mining past, using artefacts from Newcastle University’s Special Collections including illustrated stories, first-hand accounts and historical colliery plans to spark questions. 

What starts with pickaxes and pit ponies ends with bold ideas for a greener future, all imagined by young people. Here’s what happened when we took our Coal Mining and Climate Change project to North East schools. 

In four lessons 

1. The basics of coal mining 

Students explored what coal mining involved – how it was mined, the jobs done by children, and why coal powered the region for generations. Rare archival items from Newcastle University brought this history vividly to life. 

2. Safety vs progress 

Would you prioritise innovation or workers’ safety? Students debated both sides and looked at what lessons still apply today. 

3. Climate change and heatwaves 

We unpacked the science of extreme weather and the role fossil fuels have played in driving it. 

4. A just transition 

What would a fairer, more sustainable future look like? Students imagined new worlds, new jobs and new energy systems. 

Heard in the classroom 

“Brad is a big ball of energy – climate change is a sad topic, but he makes it fun.” 
“Drama sticks in your head – you’re not stuck in a chair learning it.” 
“Ali from the university had a big brain. Knew lots. Always had an answer – even for my treehouse question!” 
“It’s not just learning – it stays inside you. You live it.” 

Even the most reserved students joined in with confidence, and many showed real progress in how they explained ideas – especially around fairness, impact and decision-making. 

Co-created and research-informed 

This project was developed in collaboration with: 

• Dr Alistair Ford (Newcastle University) 

• Meryl Batchelder, Climate Educator 

• Peter Stark, Activist and Researcher 

• Newcastle University Special Collections Education Outreach Team 

“You could really feel it when things started to click – when students made connections between the past and the future. They were asking great questions and thinking deeply.” Katy Vanden, Producer, Cap-a-Pie 

“It was amazing to see how confidently students reasoned and asked questions. Even the quietest voices found a way in through drama.” Brad McCormick, Artistic Director, Cap-a-Pie 

“The confidence is there. The creativity shines through. And the learning sticks.” 
Gareth Lord, Classroom Teacher, Hotspur Primary 

This approach encouraged students to engage critically and creatively with both historical material and contemporary climate research. 

For some, it was the first time they’d connected school subjects like science or history to their own lives and futures. With help from Newcastle University’s Education Outreach Team, they could see how stories from the past still shape decisions today. 

Want to know more? 

• Explore our teacher resources on this project 

• Find out how Newcastle University Education Outreach Team can support your teaching.

At Cap-a-Pie, we’re all about sparking creativity and learning through fun, shared experiences. Our latest project, in partnership with Newcastle Dental Hospital, the School of Dental Sciences, Newcastle University, is bringing the science of dental health to life for Key Stage 2 students at Hotspur Primary School. This hands-on workshop is helping children learn all about teeth in a way that’s engaging, creative and most importantly – fun! With the help of Newcastle’s top dental experts, they’ve taken part in theatre activities, moral dilemmas and creative activities to learn about teeth.

The children at Hotspur Primary School have been getting stuck into the world of teeth, from the science behind plaque and saliva to the impact sugar has on their dental health and how AI might be used in dental care in the future. Dentists at Newcastle University are currently researching how new apps, that allow users to scan their own teeth and use AI to detect tooth decay, could be used in primary schools. The children explored what they thought about using AI in healthcare, and how they felt about technology playing a bigger role in looking after our health. 

“Children are like sponges, they absorb everything,” said Dr Helen Rogers. “It’s at this age that you really have the chance to set them up with lifelong habits around looking after their teeth.”

Dr Richard Holliday agreed: “It’s about laying those healthy foundations early. That’s what will make a difference later in life.”

As Gareth Lord, a teacher at Hotspur Primary School, said, “The students were really engaged by the drama-based activities where they explored dental care through role-play. It made the topic feel more real and fun for them.”

We’ve had some fantastic feedback from the students, and it’s clear that the interactive nature of the project made it a hit. “I liked it when the dentists came in” said one student, and another added, “It was fun learning new things about teeth!”

The role-playing activities like the freeze frames, where students had to act out scenes related to dental health, were very popular. “Freeze frames were really fun, and it was great working together,” said a student. The creative activities brought the subject to life and helped them understand how important looking after their teeth is.

The dentists were also impressed by how much the students already knew – but what stood out most was how creative methods gave them a deeper understanding of dental health.

“The children had a really good level of knowledge already – they could name the teeth and clearly had some great teaching before,” said Helen. “But this project helped them think in different ways, about who’s responsible for their oral health, about technology, and about how they feel about these things.”

“You get so much more from children when they can work in teams, plan their responses and properly engage with the ideas,” Helen added. “It’s very different from just asking them a question or giving them a lecture.”

One of the great things about this project has been the way it’s boosted the students’ confidence. Gareth shared how some students who were initially nervous about speaking in front of others gained confidence as the workshop progressed. “The activities gradually helped the students build their confidence, and by the end, they were presenting and sharing their thoughts in front of each other.”

Teamwork was another key focus. Students worked together in small groups, solving problems and sharing ideas. Gareth mentioned that this collaboration was a standout feature of the project. “The students worked really well as a team. The project challenged them to think critically about the topic, whether that was analysing the potential impact of actions or evaluating different perspectives.” 

The dentists saw this too – how students grew in confidence, not just in what they knew, but in sharing ideas and working together.

“They were so engaged, really enthusiastic,” said Helen. “I think the fact that the activities were practical and interactive helped so much. It’s a much richer experience, and it helps you hear what children actually think, not just off-the-cuff comments, but ideas they’ve thought through and discussed with each other.”

Based on how well the project has gone at Hotspur Primary we’re excited about the possibility of bringing this project to more schools and helping even more children learn about dental health in a fun and interactive way.

“At Cap-a-Pie, we believe creativity can help children make sense of big topics like health and wellbeing,” said Artistic Director Brad McCormick. “By using theatre, storytelling and imagination, we’re not just helping students learn, we’re helping them connect, explore and grow.”

This Earth Day, we’re excited to share what we’ve been up to at Cap-a-Pie over the last year. We’ve been working on some amazing projects that combine creativity, science, and a passion for looking after the planet. Here’s how we’re helping to build a greener future with young people, researchers and the community.

One of the highlights this year has been ‘The Vanishing Act’, a show that raises awareness of insects and their vital role in our ecosystem. In collaboration with Dr. Vivek Nityananda from Newcastle University, we’ve created a performance that helps young people and adults understand the importance of these tiny creatures. Recently, ‘The Vanishing Act’ was performed to a sold-out audience at Northern Stage, bringing this important issue to a wider public audience of families. We’re proud that the project won the Newcastle University Engagement & Place Award for Engaging for Health, Wellbeing, and Societal Benefit!

We’ve also worked with the Living Deltas Research Hub at Newcastle University, along with partners in India and Bangladesh, to explore how culture and nature shape our understanding of climate change. By sharing film exchanges and running workshops with children, we’ve helped young people from different parts of the world gain a new perspective on environmental challenges.

Young people are at the heart of everything we do at Cap-a-Pie. Our ‘Marvellous Microbes’ workshops have been a huge hit since we launched the project last year, sparking curiosity about the world of microorganisms and their role in sustainability. This summer, we took ‘Marvellous Microbes’ on the road to Barnard Castle and the Great North Museum: Hancock, engaging families in fun, interactive performances that teach about the importance of microbes. From breaking down waste to supporting agriculture, microbes are vital to a healthy planet, and we’re helping children and families learn about them in creative ways.

We’re also continuing to take ‘Climate Change Catastrophe!’ into schools, where we use drama to help students understand the climate crisis and how they can get involved in solving it. It’s all about making complex science feel accessible and inspiring the next generation to take action.

In addition to all the creative work, our Producer Katy had an inspiring chat with secondary school students as part of Green Careers Week at the Discovery Museum in Newcastle. She spoke about Cap-a-Pie’s work to tackle climate change and engage young people through theatre. It was fantastic to connect with the students and hear their thoughts and hopes for a sustainable future.

Brad also took part in a film for Newcastle City Council’s Youth Council, where he spoke about the connection between theatre and green careers. It’s a great reminder that careers in the green sector aren’t just about working outdoors – there’s a huge impact to be made through the arts as well.

We also ran a CPD event for educators, scientists and creatives focused on how science is helping protect our planet. The event explored creative ways to engage young people with complex environmental issues and climate change, and it was fantastic to see so many passionate people coming together to share ideas and strategies.

We’re excited about what’s coming next. With ongoing support from funders like the Paul Hamlyn Foundation, we’re continuing to bring theatre and science to classrooms across the North East. Whether through performances, workshops, or creative projects, we’re working hard to ensure young people are inspired to make a difference.

Together, we can make a real impact for generations to come.

Read more: read last year’s blog post on how we’re using theatre to tackle climate change and engage young audiences.

The Vanishing Act is a cabaret-style theatre show that takes audiences on an exciting journey into the incredible world of insects. Created through a unique collaboration between Cap-a-Pie, Dr. Vivek Nityananda of Newcastle University, and local schoolchildren, the show blends cutting-edge science and creativity to explore the global decline of insects and celebrate their extraordinary capabilities. 

As the show heads to Northern Stage on Thursday 6 March, here’s a look at how this collaboration connects research, creativity, and community. 

Dr. Vivek Nityananda, a research fellow at Newcastle University, has a passion for making science accessible. His work focuses on how insects solve problems – like how bumblebees choose flowers or how praying mantises pick their prey. But why use theatre to communicate this research?  

“I think it’s a couple of things,” Vivek explains. “One is that I’ve been involved in theatre a lot myself, so it was a nice way of bringing together my interests. But also, I’ve been collaborating with Cap-a-Pie for many years now, since I first moved to Newcastle, really.” 

For Vivek, theatre offers something that traditional public lectures can’t. “Obviously, I do some scientific public lectures. But in some ways, theatre attracts different crowds. You might have people who come for the theatre, and then they get involved in the science in a very different way. I think that’s what’s useful.” 

“Too often, as researchers, we stay in our own community, writing papers for each other,” Vivek explains. “There’s a responsibility to make publicly funded research accessible to everyone.” 

At the heart of The Vanishing Act is a real and urgent challenge – the dramatic decline of insect populations across the world. 

“It’s a big challenge for scientists to find out why that’s happening and how we can resolve it,” says Vivek. “But also, I guess, for people to see how they can contribute – or even just to raise awareness that this is happening. It’s an important issue for everyone, not just scientists.” 

Through a mix of storytelling, acrobatics, and music, The Vanishing Act highlights just how fascinating and vital insects are. “Part of what the show wants to do is to highlight that insects are cool – to create appreciation and love for insects, which doesn’t always come naturally to us,” Vivek adds. 

The project began with classroom workshops where children explored insect behaviour, environmental challenges, and creative storytelling. These workshops not only sparked the children’s imaginations but also helped shape the performance. 

“The workshops let us take research out of the lab and into the community,” says Vivek. “It was exciting to see the kids acting as praying mantises and bees, imagining how they’d respond to the world around them.” 

Cap-a-Pie Artistic Director Brad McCormick emphasises the importance of involving children in the creative process: “Young people have such amazing imaginations, and their ideas bring the show to life. Their creativity adds so much colour, and it’s great to see their ideas reflected back to them on stage.” 

And those ideas truly made it into the final performance. “A lot of it comes in the lyrics that we put into the songs, and in the movements as well,” Vivek explains. “We’d talk about the importance of insects, and then you get these slightly offbeat and unusual responses from the kids. That creativity brought so much to the show.”  

For the children, seeing their ideas come to life in a professional performance was unforgettable. 

One student shared: “It was funny when we saw our actions in the show. Our faces turned red when we realised it was actually in it!” 

Another added: “Kids don’t have to worry about responsibilities, so they think of the most wacky ideas.” 

With The Vanishing Act coming to Northern Stage, Vivek is eager to see how audiences respond. 

“I’m really excited to see who turns up, what that cross-section of people will be like, and how they’ll receive it,” he says. “When we put on the work in progress version at the Star and Shadow, I really liked the questions people asked. It showed that they were thinking about it, that the concerns were there, and that they really appreciated what insects do in the world.” 

“I hope audiences gain a deeper appreciation for insects – their complexity and the amazing ways they function in the world. And for researchers, this project is a reminder of the importance of engaging with the public to share the excitement of discovery.” 

A panel discussion is planned for after the performance, something Vivek is particularly looking forward to. “Hopefully, we’ll get to hear what people felt when watching the play and have some really interesting discussions.” 

Alongside the live performance, the project includes an upcoming animation by artist Kate Sweeney, offering another way to explore these incredible creatures. 

“The animation is a bit different from the show,” Vivek explains. “It’s much more focused on our lab and the work we’ve been doing there. The idea behind it was to have something recorded that we could share widely. But now, we’re also planning to film the songs from the play and make those available online, which I really like. It’s great to have that record and continue engaging people beyond the live performance.” 

For Vivek, projects like The Vanishing Act offer important lessons for researchers looking to share their work with the public. 

“I think some of it is just how rewarding it is to actually go out into the community,” he says. “It’s a big change for us – rather than just focusing on our own conversations, it’s nice to have conversations more broadly. And it’s great knowing that people do engage with the research and know what’s happening. 

And what about the long-term impact? “Obviously, you never know. But I hope that having had this experience as children might change how they think about things as adults, how it might influence their choices. Even just how they do things in their own lives. That would be really rewarding.” 

If Vivek had to describe The Vanishing Act in just one sentence? 

“I think of it as a fun show to learn about something important and discover new, cool, amazing things about insects.” 

The Vanishing Act promises to be just that – fun, educational, and unforgettable. 

As a science teacher, it’s part of my job to ensure pupils understand the importance of collecting and analysing evidence to back up their investigations. Working scientifically together we collate information, calculate averages, plot graphs, and make valid conclusions. It’s all standard procedure. 

However, teaching about the climate emergency needs a slightly different approach. Simply discussing the facts with children and explaining the causes or consequences of the fossil fuel industry’s intention to burn every last drop of oil could easily instil a sense of serious foreboding. Adults have severely let children down. Yet, there is no room for doom in the classroom – none of this is the fault of young people. By developing a belief that they themselves can be changemakers and by giving them opportunities to take action, they can feel empowered to work together on a common cause and can send ripples into the wider community. 

A few years ago, I took part in climate protests, marching in the streets to demand politicians deliver change. After decades of climate predictions being increasingly backed up with hard evidence to little effect, I saw that members of Extinction Rebellion had captured public attention through song, dance, costume and drama. I used to talk about STEM subjects and careers, but this made me truly appreciate why we need to include the A for Art to make STEAM. Art is fundamentally part of being human and through it we can communicate more effectively. 

I began looking for a soft introduction to climate change for our Year 5s. There is still no mention of climate change in the primary curriculum, yet children overhear adults talking about it, see images in the media and on television, and understandably may develop feelings of sadness or anxiety as a result. There is a real need for pupils to appreciate that, although there are some exceptionally wicked problems in the world, their own actions can have a positive effect. 

As soon as I came across Cap-a-Pie’s incredible Climate Change Catastrophe! videos, I knew I’d found what I was looking for. My classes watched the series of videos over a few lessons, had plenty of time for discussion, and sang along with the songs. The pupils then made model wind turbines, talked about the solutions we already have, and used creative thinking to come up with ideas of their own. Above all, although the science in the videos is thoroughly robust, there was laughter and smiles in the room. 

Using drama, comedy, and theatre to teach children about climate change is effective because it makes complex and often alarming topics more engaging and accessible. These creative methods capture children’s attention and make learning memorable by combining education with entertainment. Drama and theatre allow children to empathise with different perspectives and scenarios, fostering a deeper understanding of the issues. Comedy can alleviate the stress associated with climate change, making it easier for children to discuss and explore solutions. These teaching methods promote active participation, critical thinking, and a sense of agency in young learners. 

In addition, although my own music teacher once suggested I don’t have a musical bone in my body, I absolutely appreciate that music can make the learning process more enjoyable. It conveys messages in a fun and emotionally impactful way, helping children to connect with the subject. Songs with catchy lyrics and rhythms can simplify complex topics, making them easier to understand and recall. Integrating music into climate education enhances creativity, retention, and emotional engagement, making the subject more relatable and inspiring. A cross curricular approach to education for sustainability has incredible benefits, as it shares the teaching load across subjects and increases the impact for learners. 

The team at Cap-a-Pie has continued to amaze me with their creativity with The Vanishing Act, on the staggering decline in insect populations and Marvellous Microbes. They have a talent for making complex ideas tangible. As a scientist, I recognise that hard facts alone aren’t going to change the world for the better. We need the creativity of drama and music to create a sense of community and inspire collective action, motivating children to step up and be seen. Most of all it can help to bring joy into their lives on our rapidly changing planet. 

Dr Meryl Batchelder is the NE regional coordinator for the Ministry of Eco Education. After a PhD in environmental science, she gained 15 years of experience as a secondary science teacher before leaving the chalkface to focus on developing climate and sustainability initiatives in education. She is also a Climate Ambassador with STEM Learning. 

Cap-a-Pie is dedicated to enhancing students’ learning experiences through creative projects. Our goal is to bring arts and culture into schools, sparking creativity and helping students engage more in their learning. One great example of this partnership is with Carville Primary School, in Wallsend, North Tyneside. Here, school teacher Rebecca shares her experience and the positive impact these projects have had on both students and teachers.

Introduction

As a teacher at Carville Primary School, I had the pleasure of working with Cap-a-Pie, an organisation that brings arts and culture into education. This partnership enriched our students’ learning and helped my understanding of creative teaching.

My role and school context

I taught at Carville for seven years. I started as a newly qualified teacher in Year 5 and eventually led the subjects of history and geography. Our school in Wallsend served a diverse community of students. Many of them spoke English as an additional language and came from backgrounds where they might not have access to as many learning opportunities. The Cap-a-Pie projects were especially important for these students, offering them valuable experiences that they might not get elsewhere.

Collaborative projects

I first got involved with Cap-a-Pie in my second year of teaching when a colleague recommended a project for Year 5. I jumped at the chance to participate in the Thomas Baker Brown project, which fitted perfectly with our history lessons on the World Wars. It made history come alive for the students and let them connect with the subject in a hands-on way.  Other standout projects included a project on coal mining heritage which saw students perform in an outdoor theatre and Arcadia, where students stepped into an alternate reality and took on leadership roles. Watching them switch between characters and their own identities was a great learning experience for everyone.

Impact on students

The Cap-a-Pie projects made a real difference in how my students learned. These projects went beyond traditional lessons and helped students grow in ways you didn’t always see in the classroom. I especially saw students with additional needs or language barriers thrive in these creative settings. Their confidence grew, and so did their ability to express themselves. 

One of my favourite moments was during a soundscape activity in the Thomas Baker Brown project. The students created sounds that reflected the story they were learning. They didn’t just learn about history; they experienced it, immersing themselves in the sensory aspects of storytelling.

Benefits for teachers and schools

Working with Cap-a-Pie significantly enhanced my teaching practice. I developed my skills in drama and oracy, learning how to integrate these elements into my lessons. These skills helped me engage students more deeply. The partnership also strengthened our school’s community of teachers. We supported each other and shared what we learned, which helped everyone improve.

The impact of the collaboration went beyond my own classroom. It helped create a stronger sense of community across the school. Parents also became more involved, showing how much they appreciated these projects.

Future activity

As I moved on to new opportunities, I was excited about the future of Cap-a-Pie’s work at Carville. I hope the school will continue to build on this partnership. Creative projects like these were vital for our students’ development and learning.

Conclusion

My journey with Cap-a-Pie was transformative, both for my students and for me as a teacher. These collaborations were so important in education because they gave students rich experiences that boosted creativity, engagement, and personal growth. I would recommend partnerships like this to any teacher – the rewards are worth it.