Specification/Exam Board

Pearson - BTEC Level 1/2 Tech Award in Performing Arts. Students can choose from acting, musical theatre, dance and production when completing each component.

  • Component 1: Exploring the Performing Arts
    Students will study a range of professional performance works to understand how practitioners create performance, exploring different styles, genres, and roles within the industry.
  • Component 2: Developing Skills and Techniques in the Performing Arts
    Students will develop and refine their performance skills and techniques through practical workshops, rehearsals, and performances in their chosen specialism.
  • Component 3: Responding to a Brief
    Students will work as part of a group to create and perform an original piece of work in response to a set brief, showcasing their ability to apply skills, creativity, and understanding under exam conditions.

    • Curriculum Allocation

    Drama is taught in four 100 minute lessons per fortnight.

    Curriculum Period 1:

    Curriculum Overview

    At the start of Key Stage 4, students will take part in an introductory unit designed to develop the foundational skills, knowledge, and confidence needed to succeed in their Performing Arts course. These initial lessons will support students as they transition into the demands of the qualification, while also helping them to establish positive working relationships within their new class dynamic.

    The unit will consist of a series of engaging tasks that introduce students to the core components of the course. These activities will provide a broad overview of the structure and expectations of each element, allowing students to explore and experiment before beginning formal assessment work.

    As part of their introduction to Component 1, students will watch and analyse a live or digitally streamed musical performance. They will be supported in developing their note-taking and analytical skills, with a focus on identifying key performance features, creative intentions, and the roles of performers and production teams. This experience will help them begin to understand how professional work can inspire and inform their own practice.

    In preparation for Component 2, students will engage in practical workshops exploring short sections of repertoire relevant to their chosen performance specialism (e.g., acting, dance, musical theatre). These sessions will encourage students to begin applying technical and interpretative skills in a supportive, low-pressure environment.

    Throughout the unit, students will reflect on their strengths, areas for development, and performance preferences, helping them to set personal goals and build the confidence required for success in later units.

    For Component 3, students will undertake a number of devising workshops and performances where they will devise from different stimuli.

      Curriculum Periods 2 and 3:

      Curriculum content

      During this phase of the curriculum, students will focus on completing their Component 2 coursework. This unit combines structured teaching and guided learning culminating in students  rehearsing and performing a piece of repertoire. The process encourages independence, creativity, and technical skill, finishing with a performance and evaluative written piece that accounts for 30% of their final grade.

      In the final weeks of the year, once Component 2 assessments have been submitted, students will transition into preparation for their Component 1 coursework, to be formally completed in the first term of Year 11. This preparatory period is designed to broaden their understanding of the wider performing arts industry. Students will analyse and critically reflect on a minimum of three live theatre and dance performances, gaining firsthand insight into artistic practice and audience engagement. They will also explore the diverse roles and responsibilities within the theatre world, from performers and choreographers to directors and designers. Alongside this, students will strengthen their skills in analytical and evaluative writing, equipping them with the tools to articulate their observations and interpretations with clarity and sophistication.

      By the end of this sequence, students will not only have deepened their practical performance experience but also developed a richer, more holistic understanding of the performing arts as both an academic and creative discipline.

        Revision

        • Pearson BTEC Level1/2 in Performing Arts Revision guide
        • Youtube Drama teacher revision videos
        • Knowledge organisers
        • BBC Bitesize

        Subject advice and guidance

        If you need any further guidance, then please contact Mrs Black via email:

        leanne.black@endon.set.org