Year 1

Our BTEC Tech Award in Performing Arts Level 2 course is a newly designed vocational course which allows students to develop a foundational range of skills that will prepare them for assessments. They will participate in technique classes to develop skills such as their strength, stamina and flexibility and will then apply these technical and interpretive dance skills to performance pieces in a range of styles such as Jazz, Contemporary, Urban, Musical Theatre, Ballet and Rock n Roll.

Pupils will also begin to develop knowledge of how to choreograph using a range of choreographic devices. Students will apply choreographic skills to recreate professional dance pieces also known as repertoire. Students will also develop an understanding of how to evaluate themselves and others and will also have smaller projects researching into aspects such as the techniques and choreographic processes of both professional works and professional choreographers.

Completion of Component 1: (30% of entire course)

Component 1: Exploring the Performing Arts: Students will develop a knowledge of contrasting dance styles and apply dance performance skills within dance pieces. They will also complete an on‐going review of the progress they make and research undertaken through a log-book. This component is completed with a final report assignment detailing their development of core knowledge and understanding of a range of performance styles and disciplines, and the key features that contribute to them, such as practitioners’ roles, responsibilities, skills and techniques. Whilst this unit will help to improve their performance skills within lessons, they will be summatively assessed on their practical work during the annual dance showcases.

Preparation for Component 2:

Component 2: Developing Skills and Techniques in the Performing Arts: Students will recreate a performance piece as a class, focussing on one particular style of dance. They will embrace reflective practice through the development of skills and techniques that will allow them to respond to feedback and identify areas for improvement. They will prepare for this unit by undertaking a detailed research project and presenting this to the class.

Year 2

Completion of Component 2: (30% of entire course)

Component 2: Developing Skills and Techniques in the Performing Arts: Students will continue with their repertoire pieces from the previous school year. They will review their own progress and consider how to make improvements; justifying results, setting targets and making qualitative judgements about the progress they have made. This component will be assessed via a practical performance and log-book of the development their performance skills have made.

Completion of Component 3: (40% of entire course, externally assessed examination by Edexcel)

Component 3: Performing to a Brief: This component requires learners to apply performance skills and techniques in response to a brief and stimulus, developing a group workshop performance for a selected audience. The design of this external assessment ensures that there is sufficient stretch and challenge, enabling the assessment of knowledge and understanding at the end of the learning period. The external assessment is based on a key task that requires learners to demonstrate that they can identify and use effectively an appropriate selection of skills, techniques, concepts, theories and knowledge from across the whole qualification in an integrated way. This is then filmed and sent off to an external examiner. This component encompasses both a practical and written element.

All pupils studying dance are encouraged to:

  • Participate in dance rehearsals once a week after school.
  • Perform in the school dance showcases.
  • Attend trips to the theatre.
  • Participate in the school productions.


  • Pupils will be assessed throughout the year in a variety of ways: written tasks, spelling/grammar and definition tests of key dance vocabulary, questioning, class discussions, workshop auditions, group tasks and class performances.
  • Pupils will be required to create ongoing log-books that they will complete with regular opportunities to discuss their progression in relation to strengths, weakness and setting targets to improve.
  • Classwork and performances from pupils will be continually videoed as evidence of progress.
  • Students will be graded as either a PASS, MERIT, DISTINCTION or DISTINCTION*.

We expect students wishing to study dance at KS4 to have a strong passion for dance and preferably to be part of a dance school outside of school, or to have previously attended extra-curricular dance clubs provided by the school. Students will have one 2.5 lesson of dance per week and are expected to wear plain black leggings, a Heath Park dance t-shirt and optional hoody, wear their hair up, no jewellery on and have bare feet (depending on the style of dance) for lessons.

To find out more information about this course, you can email Miss Pearson at



In addition to the resources listed on the Scheme of Work, other useful resources that support this qualification are listed below. You can download a PDF copy of all of these resources to save to your OneDrive for future reference.

Download copy of Dance resources


Beebe, Steven A., Susan J. Beebe and Diane K. Ivy, Communication: Principles for a Lifetime (6th ed.), Pearson, 2009.
ISBN: 9780133882483.

A valuable and generic resource focusing on verbal and non-verbal communication, communicating with yourself and others, plus listening and responding.

Engleberg, Isa N. and Dianna R. Wynn, Working in Groups (6th ed.), Pearson, 2012. ISBN: 9780205029372.

This textbook gives practical strategies for communication and working successfully in groups. It is student-friendly and focuses on skills in a helpful manner.

Garcia, M.E., Creative Movement and Dance (Performing Arts), Gazelle, 2012. ISBN: 9788873016809.

An educational resource focusing on creative movement as a dance discipline. The book helps the dancer use the body to reach creative potential and pedagogical methods.

Gibbons, Elizabeth, Teaching Dance: The Spectrum of Styles, 2007. ISBN: 9781434312068.

This book covers dance pedagogy and theory.

Henson, D. and K. Pickering, Musical Theatre: A Workbook, Palgrave MacMillan, 2013. ISBN: 9781137331625.

A valuable companion textbook to musical theatre development. This resource guides students through preparing for musical theatre while blending practical activities with history and theory.

Jewers, S., BTEC Level 2 First Performing Arts Student Book, Pearson (Edexcel official resource), 2010. ISBN: 9780435026516.

Affiliated with the BTEC Level 2, this book covers useful information within Performing Arts context. Please note, this book is not the official companion to the Level 2 Technical Award, but contains relevant helpful material.

Nicholas, P., Singing: Basic Vocal Techniques (6 CDs), Homespun, 2000. ISBN: 9780634017025.

A comprehensive course to help students and teachers develop vocal techniques across a variety of styles.

Prince, N. and J. Jackson, Exploring Theatre, Student Edition (2nd ed.), McGraw-Hill Education, 2004. ISBN: 9780078616143.

This book focuses on developing personal resources such as self-confidence, working with others and ensemble skills, and is suitable across multiple disciplines within the arts.

Reeve, J, Dance Improvisations, Human Kinetics, 2011. ISBN: 9781450402149.

Full of creative dance ideas, games and tasks.

Smith-Autard, Jacqueline M., The Art of Dance in Education (Performing Arts Series), 2002. ISBN: 9780713661750.

A useful textbook supporting teachers with the theory of teaching the art of dance to provide clear understanding of what to teach.


Websites (see Videos for URLs of videos available online)

BBC Bitesize (GCSE Drama Page): although drama orientated, there is some valuable information in the Student Guides which can be translated to dance in terms of creating theatre. In the topic ‘Performance Skills’, the Student Guides ‘Using the Space’ and aspects of ‘Using your Body’ will be beneficial to students. In the topic ‘Scripts as a Stimulus’, the Student Guide ‘Creating and Staging a Devised Performance’ provides valuable information on the process of devising. Aspects of the Student Guides ‘Drama Elements and Responding to a Stimulus’ will also help to consolidate understanding of structure and how to explore different stimuli.

East London Dance

BalletBoyz resource and a must have for any secondary school teacher delivering dance projects.

Choreographer description, National Careers Service: includes job descriptions that could be used to create ‘job outlines’ in the performing arts. Or search ‘job profile choreographer’.

Costume designer description, National Careers Service: includes job descriptions that could be used to create ‘job outlines’ in the performing arts. Or search ‘job profile costume designer’.

One Dance UK, the new industry body formed in 2016 by bringing together four key dance organisations: Association of Dance of the African Diaspora (ADAD), Dance UKNational Dance Teachers Association (NDTA) and Youth Dance England (YDE).

Theatre director description, Prospects: includes job descriptions that could be used to create ‘job outlines’ in the performing arts. Or search ‘job profile theatre director’.

Company website includes clips of the production plus information about the dance piece 5 Soldiers. Or search ‘rosie kay’.

National Resource Centre for Dance: the online shop contains Choreographer Fact Cards and Resource Packs for professional works. This includes Christopher Bruce’s Rooster, Matthew Bourne’s Nutcracker! and Jerome Robbins’ West Side Story.

YouTube: a variety of music can be accessed from here as well as extracts from professional dance works and examples of different dance styles.


Christopher Bruce’s Triple Bill: Silence is the End of our Song, Rooster, Swansong (Royal Danish Ballet Company), DVD, 2006.

Contains the whole production of Rooster to allow for a different section to be used as professional repertoire and to provide the context of the whole ballet.

Matthew Bourne’s Nutcracker! DVD, 2003.

Contains the whole production of Nutcracker! to allow for a different section to be used as professional repertoire and to provide the context of the whole ballet.

Sweet Charity, DVD, 1969.

Contains the whole musical to allow for a different section to be used as professional repertoire and to provide the context of the dance piece within the musical.

West Side Story (Special Edition), DVD, 1961.

Contains the whole musical to allow for a different section to be used for students to analyse the skills and techniques needed by the dancers. An alternative section could be ‘Dance at the Gym’ or ‘America’. It could also be used for professional repertoire sessions instead of the pieces suggested.

Online Videos

Dance techniques


Jasmin Vardimon

5 Soldiers

  • Extracts from the piece and an interview with the choreographer. Or search ‘vimeo five soldiers’

Young Men



Sweet Charity

West Side Story

Contemporary dance exercises

Jazz dance exercises

Choreographic tasks


Music can be sourced from a variety of different places. Below are examples of suitable music to use for dance warm ups and cool downs, and can be used for any dance/drama session.


Travelling and centre work


Cool down