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KS3: Drama

Statement of Inquiry

Social Constructs can be presented through communication.

Key Concepts

Communication

Assessment Criteria

A – Investigation into the different types of communication skills. Creation of a research document. Peer and teacher assessed.
B – Developing a performance in rehearsals and expressing an artistic intention in discussion and in the written lesson evaluation. Peer and teacher assessed.
C – Performance commissioned by the local community centre. Teacher assessed.
D – Written reflection of their own artwork and the setting of targets. Teacher assessed.

ATLs

  • Set goals that are challenging and realistic

Links to Prior Learning

Year 6 production: Their use of communication to present something to an audience.
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Social Constructs can be presented through communication.

Key Concepts

Communication

Assessment Criteria

A – Investigation into the different types of communication skills. Creation of a research document. Peer and teacher assessed.
B – Developing a performance in rehearsals and expressing an artistic intention in discussion and in the written lesson evaluation. Peer and teacher assessed.
C – Performance commissioned by the local community centre. Teacher assessed.
D – Written reflection of their own artwork and the setting of targets. Teacher assessed.

ATLs

  • Set goals that are challenging and realistic

Links to Prior Learning

Year 6 production: Their use of communication to present something to an audience.
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Social Constructs can be presented through communication.

Key Concepts

Communication

Assessment Criteria

A – Investigation into the different types of communication skills. Creation of a research document. Peer and teacher assessed.
B – Developing a performance in rehearsals and expressing an artistic intention in discussion and in the written lesson evaluation. Peer and teacher assessed.
C – Performance commissioned by the local community centre. Teacher assessed.
D – Written reflection of their own artwork and the setting of targets. Teacher assessed.

ATLs

  • Set goals that are challenging and realistic

Links to Prior Learning

Year 6 production: Their use of communication to present something to an audience.
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Morals can be presented through communication.

Key Concepts

Communication

Assessment Criteria

A – Investigation into acting for screen and how adverts are used to communicate morals. Creation of a research document. Peer and teacher assessed.
B – Developing a performance in rehearsals and expressing an artistic intention in discussion and in the written lesson evaluation. Peer and teacher assessed.
C – Performance commissioned by the local council. Teacher assessed.
D – Written reflection of their own artwork and the setting of targets. Teacher assessed.

ATLs

  • Emotional management – Practise strategies to prevent and eliminate bullying

Links to Prior Learning

The development of basic dramatic skills – facial expressions, body language, gesture and posture (Year 7 Unit 1 – Local and Global Heroes)
Continued development of the communication to an audience (Year 7 Unit 1 – Local and Global Heroes.

Statement of Inquiry

Morals can be presented through communication.

Key Concepts

Communication

Assessment Criteria

A – Investigation into acting for screen and how adverts are used to communicate morals. Creation of a research document. Peer and teacher assessed.
B – Developing a performance in rehearsals and expressing an artistic intention in discussion and in the written lesson evaluation. Peer and teacher assessed.
C – Performance commissioned by the local council. Teacher assessed.
D – Written reflection of their own artwork and the setting of targets. Teacher assessed.

ATLs

  • Emotional management – Practise strategies to prevent and eliminate bullying

Links to Prior Learning

The development of basic dramatic skills – facial expressions, body language, gesture and posture (Year 7 Unit 1 – Local and Global Heroes)
Continued development of the communication to an audience (Year 7 Unit 1 – Local and Global Heroes.

Statement of Inquiry

Morals can be presented through communication.

Key Concepts

Communication

Assessment Criteria

A – Investigation into acting for screen and how adverts are used to communicate morals. Creation of a research document. Peer and teacher assessed.
B – Developing a performance in rehearsals and expressing an artistic intention in discussion and in the written lesson evaluation. Peer and teacher assessed.
C – Performance commissioned by the local council. Teacher assessed.
D – Written reflection of their own artwork and the setting of targets. Teacher assessed.

ATLs

  • Emotional management – Practise strategies to prevent and eliminate bullying

Links to Prior Learning

The development of basic dramatic skills – facial expressions, body language, gesture and posture (Year 7 Unit 1 – Local and Global Heroes)
Continued development of the communication to an audience (Year 7 Unit 1 – Local and Global Heroes.

Statement of Inquiry

Understanding of big history develops interpretation of change.

Key Concepts

Change

Assessment Criteria

A – Investigation into Shakespeare and his style of theatre, its historical context and the way in which Shakespeare performances have changed over time. Teacher and Peer Assessed.
B – Developing a performance in rehearsals and expressing your interpretation of the extract. Teacher and Peer Assessed.
C – Performance of the Romeo and Juliet extract. Teacher Assessed.
D – Written reflection of their own artwork and the setting of targets. Teacher Assessed.

ATLs

  • Identify strengths and weaknesses of personal learning strategies (self-assessment)

Links to Prior Learning

Use of dramatic skills and techniques in performance (Year 7 Unit 1 – Local and Global Heroes, Year 7 Unit 2 – Social Issues)
Evaluation of performance (Year 7 Unit 2 – Social Issues)

Statement of Inquiry

Understanding of big history develops interpretation of change.

Key Concepts

Change

Assessment Criteria

A – Investigation into Shakespeare and his style of theatre, its historical context and the way in which Shakespeare performances have changed over time. Teacher and Peer Assessed.
B – Developing a performance in rehearsals and expressing your interpretation of the extract. Teacher and Peer Assessed.
C – Performance of the Romeo and Juliet extract. Teacher Assessed.
D – Written reflection of their own artwork and the setting of targets. Teacher Assessed.

ATLs

  • Identify strengths and weaknesses of personal learning strategies (self-assessment)

Links to Prior Learning

Use of dramatic skills and techniques in performance (Year 7 Unit 1 – Local and Global Heroes, Year 7 Unit 2 – Social Issues)
Evaluation of performance (Year 7 Unit 2 – Social Issues)

Statement of Inquiry

Understanding of big history develops interpretation of change.

Key Concepts

Change

Assessment Criteria

A – Investigation into Shakespeare and his style of theatre, its historical context and the way in which Shakespeare performances have changed over time. Teacher and Peer Assessed.
B – Developing a performance in rehearsals and expressing your interpretation of the extract. Teacher and Peer Assessed.
C – Performance of the Romeo and Juliet extract. Teacher Assessed.
D – Written reflection of their own artwork and the setting of targets. Teacher Assessed.

ATLs

  • Identify strengths and weaknesses of personal learning strategies (self-assessment)

Links to Prior Learning

Use of dramatic skills and techniques in performance (Year 7 Unit 1 – Local and Global Heroes, Year 7 Unit 2 – Social Issues)
Evaluation of performance (Year 7 Unit 2 – Social Issues)

Statement of Inquiry

Perspectives of moral reasoning can be expressed.

Key Concepts

Perspective

Assessment Criteria

A – Investigation into Theatre in education and Verbatim Theatre, Creation of a fact file. Teacher and peer assessed.
B – Developing a devised performance using the themes and perspectives of TMPFJ. Teacher and peer assessed.
C – Performance of the TMPFJ inspired devised performance using Theatre in Education. Teacher Assessed
D – Written reflection of their own artwork and the setting of targets. Teacher Assessed

ATLs

  • Resilience – Practise “bouncing back” after adversity, mistakes and failures

Links to Prior Learning

Text exploration and the use of communication of theme, using skills and techniques to present and explore theme.

Statement of Inquiry

Perspectives of moral reasoning can be expressed.

Key Concepts

Perspective

Assessment Criteria

A – Investigation into Theatre in education and Verbatim Theatre, Creation of a fact file. Teacher and peer assessed.
B – Developing a devised performance using the themes and perspectives of TMPFJ. Teacher and peer assessed.
C – Performance of the TMPFJ inspired devised performance using Theatre in Education. Teacher Assessed
D – Written reflection of their own artwork and the setting of targets. Teacher Assessed

ATLs

  • Resilience – Practise “bouncing back” after adversity, mistakes and failures

Links to Prior Learning

Text exploration and the use of communication of theme, using skills and techniques to present and explore theme.

Statement of Inquiry

Perspectives of moral reasoning can be expressed.

Key Concepts

Perspective

Assessment Criteria

A – Investigation into Theatre in education and Verbatim Theatre, Creation of a fact file. Teacher and peer assessed.
B – Developing a devised performance using the themes and perspectives of TMPFJ. Teacher and peer assessed.
C – Performance of the TMPFJ inspired devised performance using Theatre in Education. Teacher Assessed
D – Written reflection of their own artwork and the setting of targets. Teacher Assessed

ATLs

  • Resilience – Practise “bouncing back” after adversity, mistakes and failures

Links to Prior Learning

Text exploration and the use of communication of theme, using skills and techniques to present and explore theme.

Statement of Inquiry

Creation is a communication of narrative

Key Concepts

Communication

Assessment Criteria

A – Investigation into Devised Theatre and the skills and techniques used within performance. An investigation into professional roles and responsibilities for professional performers.
B – Developing a devised performance from a given stimulus. Teacher and Peer Assessed.
C – Performance of devised piece Teacher Assessed
D – Written reflection of their own artwork and the setting of targets. Teacher Assessed.

ATLs

  • Creative Thinking – Create new and original ideas.

Links to Prior Learning

Text exploration (Year 7 Unit 2 – PoR13), Development of skills and techniques (Year 7 All units, Year 8 All units) Use of audience awareness (Year 7 All units, Year 8 All unit)

Statement of Inquiry

Creation is a communication of narrative

Key Concepts

Communication

Assessment Criteria

A – Investigation into Devised Theatre and the skills and techniques used within performance. An investigation into professional roles and responsibilities for professional performers.
B – Developing a devised performance from a given stimulus. Teacher and Peer Assessed.
C – Performance of devised piece Teacher Assessed
D – Written reflection of their own artwork and the setting of targets. Teacher Assessed.

ATLs

  • Creative Thinking – Create new and original ideas.

Links to Prior Learning

Text exploration (Year 7 Unit 2 – PoR13), Development of skills and techniques (Year 7 All units, Year 8 All units) Use of audience awareness (Year 7 All units, Year 8 All unit)

Statement of Inquiry

Creation is a communication of narrative

Key Concepts

Communication

Assessment Criteria

A – Investigation into Devised Theatre and the skills and techniques used within performance. An investigation into professional roles and responsibilities for professional performers.
B – Developing a devised performance from a given stimulus. Teacher and Peer Assessed.
C – Performance of devised piece Teacher Assessed
D – Written reflection of their own artwork and the setting of targets. Teacher Assessed.

ATLs

  • Creative Thinking – Create new and original ideas.

Links to Prior Learning

Text exploration (Year 7 Unit 2 – PoR13), Development of skills and techniques (Year 7 All units, Year 8 All units) Use of audience awareness (Year 7 All units, Year 8 All unit)

KS3: Music

Statement of Inquiry

Interpretation of consciousness can be communicated.

Key Concepts

Communication

Assessment Criteria

A – Investigation into the elements of music and what they communicate to an audience.
B – Developing a composition in rehearsals and expressing an artistic intention in discussion and in written lesson evaluation.
C – Performance commissioned by the local community centre.
D – Written reflection of their own piece and the setting of targets.

ATLs

  • Self Management: Create plans to prepare for summative assessments (examinations and performances)

Links to Prior Learning

Year 6 production: Their use of performance & vocal skills to present something to an audience.
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Interpretation of consciousness can be communicated.

Key Concepts

Communication

Assessment Criteria

A – Investigation into the elements of music and what they communicate to an audience.
B – Developing a composition in rehearsals and expressing an artistic intention in discussion and in written lesson evaluation.
C – Performance commissioned by the local community centre.
D – Written reflection of their own piece and the setting of targets.

ATLs

  • Self Management: Create plans to prepare for summative assessments (examinations and performances)

Links to Prior Learning

Year 6 production: Their use of performance & vocal skills to present something to an audience.
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Interpretation of consciousness can be communicated.

Key Concepts

Communication

Assessment Criteria

A – Investigation into the elements of music and what they communicate to an audience.
B – Developing a composition in rehearsals and expressing an artistic intention in discussion and in written lesson evaluation.
C – Performance commissioned by the local community centre.
D – Written reflection of their own piece and the setting of targets.

ATLs

  • Self Management: Create plans to prepare for summative assessments (examinations and performances)

Links to Prior Learning

Year 6 production: Their use of performance & vocal skills to present something to an audience.
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Ritual is an expression of aesthetics.

Key Concepts

Aesthetics

Assessment Criteria

A – Investigation into African music, its history and conventions. Creation of a research document to demonstrate their knowledge and understanding. Teacher and Peer Assessed
B – Developing a celebratory performance and accompanying rhythmic notation.
C – Performance for the Hundred of Hoo Culture Club
D – Written reflection of their own artwork and the setting of targets

ATLs

  • Use intercultural understanding to interpret communication

Links to Prior Learning

Rhythmic skills: Transferring their knowledge of playing various rhythms and how that looks in written form. Continued development of performance & vocal skills to present something to an audience.
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Ritual is an expression of aesthetics.

Key Concepts

Aesthetics

Assessment Criteria

A – Investigation into African music, its history and conventions. Creation of a research document to demonstrate their knowledge and understanding. Teacher and Peer Assessed
B – Developing a celebratory performance and accompanying rhythmic notation.
C – Performance for the Hundred of Hoo Culture Club
D – Written reflection of their own artwork and the setting of targets

ATLs

  • Use intercultural understanding to interpret communication

Links to Prior Learning

Rhythmic skills: Transferring their knowledge of playing various rhythms and how that looks in written form. Continued development of performance & vocal skills to present something to an audience.
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Ritual is an expression of aesthetics.

Key Concepts

Aesthetics

Assessment Criteria

A – Investigation into African music, its history and conventions. Creation of a research document to demonstrate their knowledge and understanding. Teacher and Peer Assessed
B – Developing a celebratory performance and accompanying rhythmic notation.
C – Performance for the Hundred of Hoo Culture Club
D – Written reflection of their own artwork and the setting of targets

ATLs

  • Use intercultural understanding to interpret communication

Links to Prior Learning

Rhythmic skills: Transferring their knowledge of playing various rhythms and how that looks in written form. Continued development of performance & vocal skills to present something to an audience.
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Language can be communicated through composition.

Key Concepts

Communication

Assessment Criteria

A – Exploration of music as a language
B – Developing a composition of the language of music.
C – Performing a composition.
D – Written reflection of their own artwork and the setting of targets.

ATLs

  • Communication – Use and interpret a range of discipline-specific terms and symbols

Links to Prior Learning

Rhythmic skills: Transferring their knowledge of playing various rhythms and how to use that on the keyboard – Year 7 Term 4/5/6
Continued development of performance & vocal skills to present something to an audience. Year 7 Term 3/6
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Language can be communicated through composition.

Key Concepts

Communication

Assessment Criteria

A – Exploration of music as a language
B – Developing a composition of the language of music.
C – Performing a composition.
D – Written reflection of their own artwork and the setting of targets.

ATLs

  • Communication – Use and interpret a range of discipline-specific terms and symbols

Links to Prior Learning

Rhythmic skills: Transferring their knowledge of playing various rhythms and how to use that on the keyboard – Year 7 Term 4/5/6
Continued development of performance & vocal skills to present something to an audience. Year 7 Term 3/6
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Language can be communicated through composition.

Key Concepts

Communication

Assessment Criteria

A – Exploration of music as a language
B – Developing a composition of the language of music.
C – Performing a composition.
D – Written reflection of their own artwork and the setting of targets.

ATLs

  • Communication – Use and interpret a range of discipline-specific terms and symbols

Links to Prior Learning

Rhythmic skills: Transferring their knowledge of playing various rhythms and how to use that on the keyboard – Year 7 Term 4/5/6
Continued development of performance & vocal skills to present something to an audience. Year 7 Term 3/6
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Change breaks boundaries and power.

Key Concepts

Change

Assessment Criteria

A – Exploration of Blues sic, its features and the way in which it changed modern society.
B – Rehearsing a piece of music in the Blues Genre.
C – Performance of a piece of music in the Blues Genre.
D – Written reflection of their own artwork and the setting of targets

ATLs

  • Social – Listen actively to other perspectives and ideas

Links to Prior Learning

Keyboard skills: Transferring their knowledge of playing chords on the keyboard and how those same chords can be sequenced in another way and played in a different style. – Year 8 Term 1/2/3
Continued development of performance & vocal skills to present something to an audience. Year 7 Term 3/6, Year 8 Term 3
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Change breaks boundaries and power.

Key Concepts

Change

Assessment Criteria

A – Exploration of Blues sic, its features and the way in which it changed modern society.
B – Rehearsing a piece of music in the Blues Genre.
C – Performance of a piece of music in the Blues Genre.
D – Written reflection of their own artwork and the setting of targets

ATLs

  • Social – Listen actively to other perspectives and ideas

Links to Prior Learning

Keyboard skills: Transferring their knowledge of playing chords on the keyboard and how those same chords can be sequenced in another way and played in a different style. – Year 8 Term 1/2/3
Continued development of performance & vocal skills to present something to an audience. Year 7 Term 3/6, Year 8 Term 3
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Change breaks boundaries and power.

Key Concepts

Change

Assessment Criteria

A – Exploration of Blues sic, its features and the way in which it changed modern society.
B – Rehearsing a piece of music in the Blues Genre.
C – Performance of a piece of music in the Blues Genre.
D – Written reflection of their own artwork and the setting of targets

ATLs

  • Social – Listen actively to other perspectives and ideas

Links to Prior Learning

Keyboard skills: Transferring their knowledge of playing chords on the keyboard and how those same chords can be sequenced in another way and played in a different style. – Year 8 Term 1/2/3
Continued development of performance & vocal skills to present something to an audience. Year 7 Term 3/6, Year 8 Term 3
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Composition communicates artistry

Key Concepts

Communication

Assessment Criteria

A – Investigation into Music for Theatre and the skills and techniques used within performance. An investigation into professional roles and responsibilities for professional musicians.

B – Developing a devised composition from a given stimulus. Teacher and Peer Assessed.
C – Performance of composed piece Teacher Assessed
D – Written reflection of their own artwork and the setting of targets. Teacher Assessed.

ATLs

  • Creative Thinking: Create original works and ideas.

Links to Prior Learning

Keyboard skills: Transferring their knowledge of sequencing of music on the keyboard. – Year 8 Term 1/2/3
Continued development of performance & vocal skills to present something to an audience. – Year 8 Term 4/5/6
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Composition communicates artistry

Key Concepts

Communication

Assessment Criteria

A – Investigation into Music for Theatre and the skills and techniques used within performance. An investigation into professional roles and responsibilities for professional musicians.

B – Developing a devised composition from a given stimulus. Teacher and Peer Assessed.
C – Performance of composed piece Teacher Assessed
D – Written reflection of their own artwork and the setting of targets. Teacher Assessed.

ATLs

  • Creative Thinking: Create original works and ideas.

Links to Prior Learning

Keyboard skills: Transferring their knowledge of sequencing of music on the keyboard. – Year 8 Term 1/2/3
Continued development of performance & vocal skills to present something to an audience. – Year 8 Term 4/5/6
Development of existing skills and transferring their understanding to this new topic.

Statement of Inquiry

Composition communicates artistry

Key Concepts

Communication

Assessment Criteria

A – Investigation into Music for Theatre and the skills and techniques used within performance. An investigation into professional roles and responsibilities for professional musicians.

B – Developing a devised composition from a given stimulus. Teacher and Peer Assessed.
C – Performance of composed piece Teacher Assessed
D – Written reflection of their own artwork and the setting of targets. Teacher Assessed.

ATLs

  • Creative Thinking: Create original works and ideas.

Links to Prior Learning

Keyboard skills: Transferring their knowledge of sequencing of music on the keyboard. – Year 8 Term 1/2/3
Continued development of performance & vocal skills to present something to an audience. – Year 8 Term 4/5/6
Development of existing skills and transferring their understanding to this new topic.

KS4: GCSE Dance

Vision Statement

At the Hundred of Hoo we believe that all pupils should have the opportunity to develop their creative talents alongside their academic interests. In the Performing Arts Department we are proud of our ability to nurture and develop these two skill sets side-by-side and are proud of our ability to instill a love of learning, and a passion for the subject, that extends far beyond the classroom.

The course provides many and varied opportunities for pupils to explore a range of  dance styles and existing repertoire as well as multiple chances to perform in front of an  audience and receive instant feedback from their reactions. Further to this, we pride ourselves on our dedication to getting students out of the classroom to see live performances to encourage and inspire them.

Finally, pupils develop career and industry skills that are modelled from professional dancers working right now. This supports them in their further Dance development.

Course Outline/Assessment Methods

The Level 1/2 Technical Award in Performing Arts (Dance) is broken down into three Components. One will be sat in the first year of study and is an NEA style coursework component. In the final year of study, students complete the further two components, one an internal NEA, the other an externally set performance assessment.

Exploring the Performing Arts

Completed in Year 10 – Internal – NEA

Students learn about different styles of dance and practitioners, exploring these practically. They then create a written document of their exploration.

Developing Skills and Techniques in Performing Arts

Completed in Year 11 – Internal – NEA

Students create a performance of an existing piece of performance repertoire, developing their performance and evaluating their development.

Responding to a Brief

Completed in Year 11 – Externally Set

Students are provided with a brief from the exam board and will create  a performance using their own creative intentions. They will also write about their development and evaluate their final performance under exam conditions.

Linked Sixth Form Courses:

  • Sport Studies
  • Performing Arts
  • Media Studies
  • Film Studies

Future Course/ Career Opportunities:

  • Professional Dancing
  • Teaching
  • Physiotherapy
  • Performance

Departmental Performance:

  • 2022/23: 9-4 = 100%
  • 2021/22: 9-4 = 100%

KS4: Music

Vision Statement

At the Hundred of Hoo we believe that all pupils should have the opportunity to develop their creative talents alongside their academic interests. In the Performing Arts department we are proud of our ability to nurture and develop these two skill sets side-by-side and are proud of our ability to instill a love of learning, and a passion for the subject, that extends far beyond the classroom.

The course provides many and varied opportunities for pupils to explore a range of  performances, practitioners and performance styles, as well as multiple chances to perform in front of an  audience and receive instant feedback from their reactions.

Pupils develop their ability to work under pressure to meet deadlines, to work with a range of different people and within a range of group sizes, from individual research and performance roles, to large scale ensemble performances.  Learning about the social and historical context of texts will also instil a breadth of knowledge that will open doors to even greater learning opportunities and experiences.

Course Outline/Assessment Methods

The Level 1/2 Technical Award in Music Practice is broken down into three Components. One will be sat in the first year of study and is an NEA style coursework component. In the final year of study, students complete the further two components, one an internal NEA, the other an externally set performance assessment.

Exploring Music Products and Styles

Completed in Year 10 – Internal – NEA

Students learn about different styles of music while exploring these practically. They then create a written document of their exploration of four styles as well as creating short examples of music that demonstrate this.

Music Skills Development

Completed in Year 11 – Internal – NEA

Students will plan and create two musical outcomes in different styles to develop professional and musical skills.

Responding to a Music Brief

Completed in Year 11 – Externally Set

Students are provided with a brief from the exam board and will re-create a piece of music  from a set list using a new style/genre. They will also write about their development and evaluate their final performance under exam conditions.

Linked Sixth Form Courses:

  • Music
  • Music Composition
  • Music Production
  • Performing Arts
  • Media Studies
  • Film Studies

Future Course/ Career Opportunities:

  • Musician
  • Composer
  • Conductor
  • Music Producer
  • Music Technician
  • Critic
  • Stage manager 
  • Music Engineer
  • Performer

Departmental Performance:

First results due summer 2023.

KS4: Performing Arts

Vision Statement

At the Hundred of Hoo we believe that all pupils should have the opportunity to develop their creative talents alongside their academic interests. In the Performing Arts department we are proud of our ability to nurture and develop these two skill sets side-by-side and are proud of our ability to instill a love of learning, and a passion for the subject, that extends far beyond the classroom.

The course provides many and varied opportunities for pupils to explore a range of  performances, practitioners and performance styles, as well as multiple chances to perform in front of an  audience and receive instant feedback from their reactions.

Pupils develop their ability to work under pressure to meet deadlines, to work with a range of different people and within a range of group sizes, from individual research and performance roles, to large scale ensemble performances.  Learning about the social and historical context of texts will also instill a breadth of knowledge that will open doors to even greater learning opportunities and experiences.

Course Outline/Assessment Methods

The Level 1/2 Technical Award in Performing Arts (Drama) is broken down into three Components. One will be sat in the first year of study and is an NEA style coursework component. In the final year of study, students complete the further two components, one an internal NEA, the other an externally set performance assessment.

Exploring the Performing Arts

Completed in Year 10 – Internal – NEA

Students learn about different styles of performance and practitioners, exploring these practically. They then create a written document of their exploration.

Developing Skills and Techniques in Performing Arts

Completed in Year 11 – Internal – NEA

Students create a performance of an existing piece of performance repertoire, developing their performance and evaluating their development.

Responding to a Brief

Completed in Year 11 – Externally Set

Students are provided with a brief from the exam board and will create a performance using their own creative intentions. They will also write about their development and evaluate their final performance under exam conditions.

Linked Sixth Form Courses:

  • Drama and Performance
  • English
  • Media
  • Hospitality
  • Tourism

Future Course/ Career Opportunities:

  • Performer
  • Presenter
  • Journalist
  • Critic
  • Playwright
  • Screenwriter
  • Stage manager 
  • Director
  • Sound and lighting designer
  • Teaching

Departmental Performance:

  • 2022/23: 9-4 = 86%
  • 2021/22: 9-4 = 88%
  • 2020/21: 9-4 = 77%
  • 2019/20: 9-4 = 81%