Theatre in Education starts off with an educational topic such as alcohol abuse, smoking, drugs etc. Theatre in Education consists of a performance followed by a workshop however the workshop can be done before the performance or after the performance depending on what the workshop includes and depending on the Theatre in Education Company that is doing it because some may prefer to do the workshops before nevertheless some may prefer to do the workshops after. If the workshop includes props or scripts from the play it will be better to do the performance after the workshop because then the participants will understand it more. On the other hand if the workshop consists of building a character it might be better to do the workshop before the performance because then the children will build their own characters and soon after they will watch the performance to see how the actors have built their own characters. This essay will discuss the development of Theatre in Education as a movement, what/who influenced its birth and what it has become during its evolution. It will incorporate a varied range of research from Theatre in Education itself to how Theatre in Education has grown and the many Theatre in Education companies that are around today. Theatre in Education has been around for many years and has grown a lot in the world. Theatre in Education Companies make professional theatre and work with young people with explicit educational aims which provide a unique resource to schools and colleges. Even though Theatre in Education Companies tend to work mostly with young people they can also work with adults. The beginnings of Theatre in Education date back to 1964 at the Belgrade Theatre. Gordon Vallins (the assistant director) use to be a geography teacher and spent the few previous years working for the British Drama League which is an organisation. It was then on that he realized putting drama and education together would work really well. His experience of both drama and education did not only shape the work done at the Belgrade Theatre but it determined the founding principle of Theatre in Education. It was a known fact that schools visited the Belgrade Theatre once a year to see a Shakespearean play. The supposed deficiency in the Belgrade’s