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Performing Arts

The key priority for the Performing Arts curriculum, is to provide all our learners with the opportunity to open their minds, explore diverse choreography and challenge their views of the world around them from different perspectives.  
We hope to develop learners who are; 

  • Positive, enthusiastic and creative Performers 
  • Respectful, resilient, independent Learners 
  • Confident and cooperative Communicators 
  • Engaged to explore their Interests and Talents 

Throughout the two year course, students develop a strong awareness of the cultural importance of Performing Arts and during KS3 have benefited from opportunities to experience aspects of Dance, Music and Drama through educational visits, arts workshops and the regular access to authentic materials. 

By the end of the course students will have a comprehensive understanding of Performing Arts terminology, including the ability to apply it in new contexts and to use and understand these terms confidently in discussions and evaluations specifically with their own movement pieces.  

At RSA we want our students to be proud of their achievements in Performing Arts. 

What do we do well at? 
Our high-quality Performing Arts offers strands of the PSHCE curriculum which allows pupils to get a better understanding of issues in the wider community which are explored through discussions, debate and performance. 

Our pupils can express themselves and learn about the world around them but also have the freedom and confidence to make mistakes. 

As a Creative Faculty we have celebrated our ability to adapt to online learning and then into non specialist classrooms whilst consistently delivering outstanding teaching and learning with exemplary routines and consistency which has maintained high pupil engagement. 

How is the curriculum sequenced to help pupils know more and remember more over time? 

At KS3, students are able to explore the basics of movement and style through Dance lessons during Core P.E time.    

At KS4, students are able to explore their creativity, improve their key vocabulary and develop a working knowledge on key dance practitioners.  The Schemes of Learning allow opportunity to investigate techniques and development of skills through experimenting with a range of engaging stimuli, including the study of social issues; which are engaging and relevant to young people. The Scheme of Work sets Performing Arts learning in real life situations. 

Establishing the basic foundations to perform and to broaden pupil’s horizons whilst addressing misconceptions and incorrect technique in a safe non judgemental learning environment.  
These foundations that appear throughout each Scheme of work, preparing learners for GCSE include;  

  • Performance skills (facial expressions, body language and use of voice) 
  • Confidence to speak in front of others 
  • Independence 
  • To be open minded when learning about new styles  
  • Learning how to respond to a stimulus  

What pedagogical approaches are used to ensure high quality learning takes place? 

  • Ensuring cognitive load is taken into account when planning lessons for learners.  
  • Lesson delivery through ‘I do, we do, you do’. 
  • Modelling ideas with teacher demonstrations 
  • Scaffolding tasks whilst always teaching form the top 
  • Planning time for pupils to develop their independence by using their ideas and having time to see them creatively evolve  

How do you ensure students remember this content in the long term? 

  • Learning questions to begin each lesson which are then revisited at the end of each lesson 
  • Scaffolded tasks 
  • Sequenced curriculum to develop knowledge and skills over time 
  • Knowledge retrieval tasks reflecting on key terminology and definitions at the beginning of each lesson to engage short and long term memory
  • Contextualising learning through relatable curriculum to the PSHCE curriculum alongside the wider community and pupil’s lives
  • Use of the higher level questioning matrix 
  • Discussions and debates 
  • Reflections at the end of each lesson 

How does your curriculum celebrate diversity including gender and BAME representation? 

  • Exploration of texts as stimulus that explore the world we live in, providing opportunities for discussions regarding race and gender
  • Diversity in visual resources allowing students of all backgrounds to see themselves in the learning
  • Open discussions about non-ethnically and non-gender specific casting with students and why this is important for equality and diversity in the entertainment industry

How is greater depth achieved? 

  • Key texts that are relatable to pupil’s lives but also texts that challenge preconceptions and opinions 
  • Links with professional sound and lighting technicians.  An ex-pupil who has set up his own sound & lighting company who delivers workshops to pupils alongside supporting any events or shows that we put on. A Year 11 has just secured an apprenticeship with Bailey Audio Systems which we are incredibly proud of and also supports current Y10 students 

How are you teaching literacy through your subject? 

  • Opportunity for oracy, reading and writing 
  • Use of KS2 data, GL assessment data and reading ages to see who should be supported and challenged
  • Effective use of text  
  • Verbal peer discussions  
  • Tier 3 words are planned, referenced and explored in lessons which are then set as a homework at the end of a half term
  • Use of questioning whilst asking pupils to try to structure their answers correctly 
  • Misconceptions addressed and corrected 
  • Contextualising language.  
  • Vocabulary list on knowledge organisers

How do you ensure the needs are ALL learners are met? 

Lessons are well supported by learning environments that offer both support and challenge using demonstrations, differentiated tasks and visual aids that show learners how to understand about different Dance styles and to devise their own compositions.  

Schemes of work are accessible for all learners with stretch and challenge opportunities in every lesson.  
On the department tracker disadvantaged, vulnerable and SEND learners are highlighted to ensure they are fully supported during lessons.  

As a faculty we ensure that all learners are stretched regardless of their background or demographic.  

  • All subjects within the Creative faculty demonstrate high expectations with routines and consistency which allows pupils to learn in a safe learning environment where pupils thrive and are not afraid to try their best 
  • Working closely with the SENCO ensures we are fully aware of who our pupils are and how we can fully support them with their learning. Teaching strategies often include; breaking down tasks into small chunks, repetition, overlays and visual reminders etc. 
  • Lessons are consistently taught from the top and teacher modelling is used frequently.  
  • Higher-level questioning based around the matrix allows the Creative Faculty to offer un-biased questioning 
  • Positive reinforcement is used at every opportunity by praising in public and reprimanding in private. Our learning environments are that of celebrating success and promoting our ethos of excellence and kindness 

Assessment and feedback 

  • Pupils are assessed at the end of each scheme of work on key skills related to that particular scheme of work 
  • Pupils take summative assessments three time a year, which require pupils to work independently with their performance skills and knowledge to apply to an assessment 
  • Formative low stakes testing include; knowledge drills, keyword homeworks and practical tasks to demonstrate how much they know and have remembered 
  • As a faculty we gather a combination of pupil voice and SMID assessment data to pinpoint those who are not making progress and identify groups such as boys and SEND pupils who   receive interventions such as; extra lesson support, seating plans, revision sessions, revision guides and extracurricular activities 
  • In a practical subject such as Performing Arts, verbal feedback is paramount to pupil progress as through teacher, self and peer feedback, pupils know what they must do to improve.  


  • Homework is set once per fortnight via a self-marking Team’s forms quiz based around keywords their definitions, comprehension tasks and analysis and evaluation of performance/technical skills. Pupils who are unable to complete homework on Teams are able to access a paper version.  
  • Homework set is extremely effective in improving pupil understanding and embedding key vocabulary.  

What opportunities are offered to enrich the cultural capital of ALL learners? 

As a faculty we are incredibly proud of our cultural capital offer for our pupils. 

  • Opportunities are mapped around the curriculum to support the content and to provide context. Pupils develop a better understanding when they can experience and be inspired by live performance. This in turn allows pupils to engage more and be inquisitive surrounding their learning.  
  • Throughout the year we offer trips, performance opportunities, visits from performers and professionals, awards, competitions between pupils to increase pupil engagement.  

What is the subject offer for blended learning? 

We ensure to provide high quality learning in a COVID and non- COVID scenario. The remote learning policy can be found in the following place.  

Remote Learning

How do you ensure staff development in your curriculum area? 
Staff development is at the forefront of everything we do. 
On an individual level the Drama teacher has attended professional development including;  

  •  Pearson training  

In school training is offered through;  

  • Morning briefings 
  • Whole school CPD  
  • Coaching Programme offering peer coaching around teaching and learning  

What impact is your curriculum approach having on pupil’s outcomes? 
Impact of BTEC Performing Arts is measured through data produced at each key assessment point. During lessons group discussions, knowledge drills, rehearsals, performances, evaluations and general knowledge recall are used to check knowledge retention.  

What does Pupil achievement look like in your subject? 

Pupil engagement and attitude to performance is essential to be successful in Drama. Pupils having the ability to articulate their views, the option to attend extra curricular groups, pupils achieving their targets and improved GCSE cohorts numbers are all signs of achievement.  
Most importantly developing transferable skills to prepare them holistically for life after Rudheath. 
Students studying Drama should demonstrate that;  

  • They are able to recognise, select and effectively use drama techniques within their work creatively
  • They are able to use the drama terminology and language in their discussions and reflections 
  • They are able to develop and refine their skills through evaluation

Quality assurance 

How will we know that our intent is being achieved? 

Through pupil voice, feedback and assessments we are able to evaluate the success of what we are implementing through our day to day teaching as well as the formative and summative assessments.

The Head of Faculty also completes curriculum reviews, data analysis, questioning based around the School Improvement plan, pupil recordings and pupil voice to quality assure the curriculum intent and implementation. 

 A curriculum improvement plan is refined and adapted annually outlining the resources needed from the budget, to ensure learners have the necessary resources required to access the curriculum.