Contact: Mrs R Hughes

Email: rhughes@boteler.org.uk 

Qualification Details 

BTEC Tech Award in Performing Arts – Dance (GCSE Equivalent) 

What you will study:  

This new course allows you to study dance giving you the opportunity to develop knowledge and technical skills in a practical learning environment.  You will examine the roles and responsibilities of different performance artists and practitioners such as a dancer, choreographer, director, writer and designer; as well as the different approaches and styles used. You will also develop key skills, such as being able to respond to and interpret different ideas given to you; and you will be experiencing first-hand the ways in which performance artists work through the development of ideas, rehearsal and then performance.  It is a practical introduction to life and work in the performing arts industry, which will give you the opportunity to develop performing arts skills and techniques, and to analyse and evaluate your skills both independently and within a group. 

*Component 2: students can choose to be assessed through Lighting Design, Costume Design or Stage Design. This unit does not necessarily have to be completed as a performer (Dancer). 

How you will be assessed: 

The three components in the qualification give learners the opportunity to develop broad knowledge and understanding of the performing arts sector and specialist skills such as exploring professional work, reproducing repertoire and responding to stimulus at Levels 1 and 2.  

Internal assessment – externally moderated 

 Components 1 and 2 are assessed through non-exam internal assessment. The non-exam internal assessment for these components has been designed to demonstrate application of the conceptual knowledge underpinning the sector through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice. The components focus on:  

• the development of core knowledge and understanding of a range of performance/production styles, and the key features that contribute to these such as practitioners’ roles, responsibilities, skills and techniques 
• the development and application of skills such as practical and interpretative, rehearsal and performance/production in acting, dance, musical theatre and/or production through workshops and classes 
• reflective practice through the development of skills and techniques that allow learners to respond to feedback and identify areas for improvement using relevant presentation techniques, for example a logbook. Non-exam internal assessment is delivered through Pearson-set Assignments. These assignments are set by Pearson, marked by the centre and moderated by Pearson.

External synoptic assessment  

There is one external assessment, Component 3, which provides the main synoptic assessment for the qualification. Component 3 builds directly on Components 1 and 2 and enables learning to be brought together and related to a real-life scenario. Component 3: Responding to a Brief requires learners to apply performances or production skills and techniques in response to a brief and stimulus, developing 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. The external assessment takes the form of a set task taken under supervised conditions, which is then marked and a grade awarded by the exam board. 

The three components in the qualification give learners the opportunity to develop broad knowledge and understanding of the performing arts sector and specialist skills such as exploring professional work, reproducing repertoire and responding to stimulus at Levels 1 and 2.  

Potential Post-16 progression/Potential Careers/Higher Education progression: 

After you have finished the course, you may want to go on to further study such as A levels, BTECs or a mixture of both. Or you might want to find work in performing arts, as an apprentice or a trainee. Which option is best for you will depend on both the grades you achieve in this qualification and in other qualifications you have taken, what you enjoy doing and any advice you can access about the further learning and training opportunities available in your area.