
Enrichment Day Workshops
Energise your Enrichment Day/Drop down day with a unique creative writing and performance experience — where students learn, collaborate, and create their own original raps and poems.
Our Enrichment Day workshops use rap, rhythm, and performance to inspire creativity, teamwork, and confidence.
Students explore language in new ways, experiment with rhyme and flow, and express their ideas in writing and performance — all while building communication skills and self-belief.
It’s creative learning that feels like play, and a day your pupils won’t forget.
What to Expect
During the session, pupils can:
🎤 Learn how rap and poetry link to rhythm, rhyme, and storytelling
✍️ Write original verses inspired by shared themes or classroom topics
🤝 Collaborate to create group pieces or performances
🎭 Perform with confidence in front of their peers
Curriculum Links
Our Enrichment Day workshops connect to:
📘 English: Poetry, vocabulary, creative writing, and writing for purpose and audience
🗣️ Spoken Language: Communication, presentation, and performance skills
💭 PSHE: Confidence, collaboration, and self-expression
🎵 Music: Understanding rhythm and lyrical composition

See The Rap School in Action
Nothing brings our workshops to life better than seeing them in action. Watch this short video to get a feel for the energy, creativity, and engagement students experience.
Perfect For...
🌟 End-of-term or off-timetable enrichment days
📚 Literacy and creative writing focus days
🎭 Drama, music, or arts weeks
🤝 Team-building and confidence-building sessions
🏫 Whole-school celebration or themed events
About The Rap School
The Rap School has delivered thousands of workshops across the UK, helping students connect literacy with creativity. Led by world champion rapper, TEDx speaker and published poet Rob Bradley (aka Jack Flash), every session combines fun, challenge, and achievement.

Ready to Book a Workshop?
If you have questions or want to book a workshop complete the form and bring creativity into your classroom.
