Dance and Drama

Dance provides students with a broad, balanced, and creative curriculum that fosters a deep understanding of dance as an art form, while also developing their practical, analytical, and performance skills. Our intent is to nurture confident, expressive, and disciplined performers who appreciate the creative process and the professional expectations of the performing arts industry.

During key stage three, all learners will develop an understanding of basic key terminology and choreographic devices. They would have had the opportunity to explore Jazz and commercial in context as well as participating in workshop styles such as contemporary and Street dance. Alongside the practical, students will complete a selection of theory tasks including target setting, professional work analysis, peer assessment and self-evaluations which will be split between class work and homework. ​

This subject will be new to most students entering from Key stage three except for those who participated in any classes outside of school, or, if dance was offered during physical education lessons in primary school. This year is designed to start back from the basics for those who are new to the subject as well as incorporating elements of challenge for students who already have that fundamental knowledge. ​

This work will prepare any students who take dance as an option as it offers them a fundamental knowledge of dance which will be built upon and developed within BTEC Performing arts. This course will provide students with the requirements they need to progress in the performing arts industry, exploring the different careers and pathways available to them through dance. It also provides them with the ability to develop self-confidence, muscular development, improved mobility and flexibility and discipline.

During key stage four, learners will commence with the BTEC preforming arts course and will pay close attention to completing components 1 during year 10 before moving on to components 2 and 3 in year 11. This qualification will enable them to study professional dance repertoire and practitioner use, take on different performer and non-performer roles, workshop different styles of dance and evaluate their process. Opportunity for further enrichment is offered to benefit the progress of the learners on the course.​

This builds on the work completed in previous years as students should have the knowledge of how to analyse a performance and develop upon their own techniques along with referring to practitioner. Students should also be aware of their target grades and the steps required to achieve these. ​

The units covered will consist of both internally and externally assessed work. Students will be informed of different further education routes and career pathways throughout the units as we make links to other performer and non-performer roles. These units will develop the student’s confidence and discipline along with other transferable skills. Learners will take ownership of their own learning including time management, completion of work prior to deadline dates, portfolio keeping and requirements to be professional within the industry.

The Dance curriculum is delivered through a practical, inclusive and progressive approach that develops students’ performance, choreography and analytical skills. At KS3, students explore a variety of dance styles and practitioners while building confidence, creativity, technical ability and an understanding of how dance communicates ideas and emotions. At KS4, students deepen these skills through more independent performance, choreography and critical analysis, preparing them for examination requirements. Teaching strategies include modelling, retrieval practice, collaborative learning, self and peer assessment, and regular feedback to support progress and ensure all students can achieve success.

Inclusion is at the heart of the curriculum, with SEND learners supported through differentiated activities, visual demonstrations, adapted choreography, flexible grouping and personalised support where required. Literacy is developed through the use of subject-specific vocabulary, discussion, performance evaluation and written analysis, while numeracy skills are embedded through counting rhythms, understanding musical timing, spatial awareness and pattern work. Learning is further enriched through extracurricular clubs, performances, workshops, theatre visits and independent research opportunities, helping students develop cultural capital, confidence, resilience and a lifelong appreciation of dance and the performing arts.

During Key stage four, Dance is offered through BTEC Performing arts (Dance) Level 2 tech award where students will be guided through three components. Students do not need to sit a formal exam at the end of year 11.

Component 1: Exploring the Performing Arts (30%): Internally assessed. Students study professional performance repertoire and write a coursework portfolio exploring different styles, roles, and creative processes

Component 2: Developing Skills and Techniques in the Performing Arts (30%): Internally assessed. Students take part in workshops and rehearsals to perform in a selected style (e.g., acting, dance, or musical theatre), maintaining a logbook of their progress and personal development.

Component 3: Responding to a Brief (40%): Externally assessed. Students receive an external stimulus from the exam board and work in groups to plan, create, and present a workshop performance alongside written evaluations.

Drama provides students with a broad, balanced, and creative curriculum that fosters a deep understanding of drama as an art form, while also developing their practical, analytical, and performance skills. Our intent is to nurture confident, expressive, and disciplined performers who appreciate the creative process and the professional expectations of the performing arts industry. This subject pays close attention to developing the confidence of learners and strives to improve oracy through script and dialogue.

All learners will complete Key stage three with an understanding of key terminology and choreographic and devising devices. They would have had the opportunity to explore a range of dance and drama genres in context as well as participating in workshop styles. Alongside the practical, students will complete a selection of theory tasks including target setting, professional work analysis, peer assessment and self-evaluations which will be split between class work and homework.

This subject will be new to most students except for those who participated in any outside of school classes, or, if Drama was offered during physical education or English lessons in primary school. This course is designed to start back from the basics for those who are new to the subject as well as incorporating elements of challenge for students who already have that fundamental knowledge.

This work will prepare any students who take dance or drama as an option as it offers them a fundamental knowledge of drama which will be built upon and developed within BTEC Performing arts and GCSE Drama. This course will provide students with the requirements they need to progress in the performing arts industry, exploring the different careers and pathways available to them through performance. It also provides them with the ability to develop self-confidence, oracy, reading, improved mobility and flexibility and discipline along with promoting enrichment opportunities.

During key stage four, learners will commence with the BTEC preforming arts course and will pay close attention to completing components 1 during year 10 before moving on to components 2 and 3 in year 11. This qualification will enable them to study professional dance repertoire and practitioner use, take on different performer and non-performer roles, workshop different styles of dance and evaluate their process. Opportunity for further enrichment is offered to benefit the progress of the learners on the course.

This builds on the work completed in previous years as students should have the knowledge of how to analyse a performance and develop upon their own techniques along with referring to practitioner. Students should also be aware of their target grades and the steps required to achieve these.

The units covered will consist of both internally and externally assessed work. Students will be informed of different further education routes and career pathways throughout the units as we make links to other performer and non-performer roles. These units will develop the student’s confidence and discipline along with other transferable skills. Learners will take ownership of their own learning including time management, completion of work prior to deadline dates, portfolio keeping and requirements to be professional within the industry.

The Drama curriculum is delivered through a practical, inclusive and progressive approach that develops students’ performance, devising and evaluative skills. At KS3, students explore a range of theatrical styles, genres and practitioners while building confidence, creativity, communication and collaborative skills. Through practical performance and discussion, students learn how drama can be used to tell stories, explore social issues and express ideas. At KS4, students deepen their understanding of performance, devising and theatre analysis, developing the skills required to create, perform and evaluate theatrical work in preparation for examination courses. Teaching strategies include modelling, rehearsal techniques, collaborative learning, retrieval practice, self and peer assessment, and targeted feedback to support progress and achievement.

Inclusion is central to the Drama curriculum, with SEND learners supported through differentiated tasks, visual and verbal modelling, scaffolding, flexible grouping and adapted performance opportunities. Literacy is developed through script reading, drama terminology, discussion, performance evaluations and analytical writing, while numeracy skills are embedded through staging, spatial awareness, timing, sequencing, budgeting and interpreting production elements. Learning is enriched through extracurricular drama clubs, school productions, theatre visits, workshops with industry professionals and independent research into theatre practitioners and performances. These experiences help students develop cultural capital, confidence, resilience, empathy and communication skills, fostering a lifelong appreciation of theatre and the performing arts.

During Key stage four, GCSE Drama is offered through Eduqas students will be guided through three components.

Component 1: Devising Theatre (40%): Non-exam assessment (NEA). You create and perform original theatre based on a stimulus, producing a performance (or design) and a portfolio of supporting evidence. Internally assessed and externally moderated.

Component 2: Performing from a Text (20%): NEA. You perform two extracts from a play text in a group. Assessed by a visiting Eduqas examiner

Component 3: Interpreting Theatre (40%): Written exam (1 hour 30 minutes). Section A involves answering questions on a set text which will be studied in lesson. Section B is an essay evaluating a live theatre production you’ve seen

National theatre online, along with other platforms, offer a range of live performance works which students can watch to seek inspiration and creative ideas to impact on devising ahead of key stage four.

Practitioners which will be explored and can be researched in preparation for the qualification include Brecht, Stanislavski, Frantic Assembly and Artaud. It is advised to look at their approaches and style of theatre, who has been inspired by the works and the method to apply this style to your practical.

Looking into local theatres and what they offer is also of benefit to remind students of the opportunities offered and they performance settings available. These theatres can include The Regent Theatre, New Vic theatre, Victoria Hall and more.

Further Information

KS4

2018 -specification.pdf

Activity list.pdf

259061-question-paper-unit-r051-01-contemporary-issues-in-sport.pdf

KS5

260775-cambridge-technicals-sport-and-physical-activity-summary-brochure.pdf

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