Performance involves dance, drama, physical theatre and musical theatre. It is a creative subject that not only develops performance skills, it instils empathy, as students explore different issues affecting our everyday lives.  It uses vital transferable skills, such as team work, creativity, vocal skills, oracy, movement and problem solving.

Key Stage 3 (Year 7-9)

Beginning with an introduction to dance and drama, year 7 lays the foundation for skills and techniques explored throughout key stage 3. Year 8 begins with a practical exploration of Rosa Parks and the bus boycott, instrumental in changing the law on segregation. This leads beautifully into a rarely studied genre of dance; gumboot. Key stage 3 also explores relevant play texts, exploring up to date issues such as bullying, gang culture and knife crime, at the same time as embedding skills needed at key stage 4.

In the projects covered, all pupils will:

  • Gain an understanding and utilise key drama conventions
  • Gain an understanding and utilise a variety of dance genres
  • Explore a range of play texts, exploring different themes and playwrights, including Shakespeare.
  • Be clear on the expectations needed to gain grades reflecting whole school targets set, and how to achieve them.

Curriculum Content

At KS3 students are expected:

  • To work effectively in a small group setting
  • To contribute creative ideas to develop the work
  • To offer and respond to feedback in order to develop the work further
  • To be respectful as they use a range of equipment and resources, including lighting and sound, and become active audience members as well as performers.

Key Stage 4 and 5

Assessment Format:

Key Stage 4 = BTEC Tech award in Performing Arts. Which involves 3 key components; Developing performance skills, develop their knowledge in the performing arts, and creatively respond to a brief set by the exam board.

Curriculum Content

At Key stage 4 students:

  • Component one – Exploring Performance skills. This unit explores three different styles of theatre, which the students respond to through practical work and coursework writing. These three styles are physical theatre, musical theatre and verbatim theatre.
  • Component two – Developing performance skills. This unit requires the students to specialise in either dance or acting and aims to develops skills and techniques in this discipline. They are marked on responding to practical workshops, rehearsals and culminates in a performance. The students are required to document their learning through a log book, reflecting on how their skills are improving, and setting targets along the way.
  • Component three – Responding to a brief – This unit is externally marked. Again students specialise in either dance or acting, responding creatively to the task. They either devise or choreograph short piece in small groups, documenting the milestones during the process.

Key Stage 5 = BTEC level 3 Extended certificate in Performing Arts

Attraction of the Subject:

  • With a vocational emphasis, students form their own theatre company, which they perform under the umbrella of.
  • Lots of opportunities to perform to an audience
  • At least two organised theatre trips to see a range of styles of theatre
  • Mentoring younger students and supporting non specialist staff with choreography and WAGOLLs
  • Opportunities to work with theatre practitioners.

Special Requirements:

  • Willing to work hard, creatively and give everything a go
  • Determination to build on performance skills developed at key stage 3 and 4.
  • Willing to work with everyone in the group, contributing positively to the task, and reflecting on how work can be developed.