BTEC Dance
The Team
|
Staff Member |
Role |
Email Address |
|---|---|---|
|
Miss Hayley Snare |
Dance Teacher |
snareh@ursuline.kent.sch.uk |
Key Stage 4
BTEC Tech Award in PERFORMING ARTS Level 1/Level 2
Exam Board: Pearson’s (Edexcel)
Link to Specification:
https://qualifications.pearson.com/en/qualifications/btec-tech-awards/performing-arts.coursematerials.html#filterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-assessments
Future Careers:
Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning, either generally or in this sector. The choices that learners can make post-16 will depend on their overall level of attainment and their performance in the qualification. Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:
• A Levels as preparation for entry to higher education in a range of subjects
• study of a vocational qualification at Level 3, such as a BTEC National in Performing Arts, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in the Performing Arts or Production Arts areas.
The Pearson BTEC Level 1/Level 2 Tech Award in Performing Arts, is for learners who want to acquire technical skills through vocational contexts by studying dance as part of their Key Stage 4 learning. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden the learners experience and understanding of the varied progression options available to them.
The three components in the qualification give learners the opportunity to develop broad knowledge and understanding of the performing arts industry and specialist skills and techniques at Levels 1 and 2.
|
|
Cycle 1 |
Cycle 2 |
Cycle 3 |
Cycle 4 |
|---|---|---|---|---|
|
Year 10 |
Component 1
Learners will examine live and recorded performances in order to develop their understanding of practitioners’ work in dance with reference to influences, outcomes and purpose. |
Component 1
Learners will explore and participate in workshops and classes to develop their knowledge and understanding of the interrelationships between processes, techniques and approaches that contribute to performance repertoire. |
Component 3
Learners will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or designer in response to a given brief and stimulus. |
Component 3
Learners will apply skills and techniques in a workshop performance in response to a brief
They will evaluate the development process and outcome in response to the brief |
|
Year 11 |
Component 2
Learners will develop their performing arts skills and techniques through the reproduction of dance repertoire as performers or designers.
|
Component 2
Learners will apply skills and techniques during the rehearsal and development process to support their development. |
Component 2
Learners must track their progress during this component, reflecting on their development of skills and working practices in workshops, through to rehearsals and performances. |
Component 3
Exam retake opportunity.
Learners will be given the opportunity to work as part of a group to contribute to a workshop performance as either a performer or designer in response to a given brief and stimulus. |
Key Stage 5
BTEC Level 3 National Foundation Diploma in Performing Arts
Exam Board: Pearson’s (edexcel)
Link to Specification:
https://qualifications.pearson.com/en/qualifications/btec-nationals/performing-arts-2016.coursematerials.html#%2FfilterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-assessments
Future Careers:
In addition to the performing arts sector-specific content, this qualification provides learners with the opportunity to develop all-round performance skills and transferable skills such as self-confidence, self-presentation, personal discipline, time management and organisational skills which are highly regarded by higher education and employers. The qualification is intended to carry UCAS points and is recognised by higher education providers as contributing to meeting admission requirements for relevant courses. When taken alongside another Level 3 qualification, the BTEC National Foundation Diploma in Performing Arts will offer the opportunity to progress onto performing arts-related degree courses.
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|
Cycle 1 |
Cycle 2 |
Cycle 3 |
Cycle 4 |
|---|---|---|---|---|
|
Year 12 |
Learners explore technical performance skills with a focus on developing skills and techniques in at least two performance styles
|
Learners will apply the relevant performance skills presentations/performances or demonstrations based upon existing material in one performance style.
Learners must track their progress during this unit, reflecting on and evaluating the application and development of performance skills and techniques during workshops, rehearsal and final performance, presenting the information in a performance log that includes a combination of recorded evidence and supporting annotations. |
Study of the four components of movement with reference to dance and acting must be carried out allowing for effective analysis, evaluation and understanding. |
Learners must track their progress during this unit, reflecting and evaluating on the application and development of movement skills during workshops, rehearsal and final performance, presenting the information in a performance log that includes a combination of recorded evidence and supporting annotations. |
|
Year 13 |
Learners investigate the work of performing arts practitioners and develop critical analysis skills and contextual understanding of how practitioners communicate themes in their work |
Learners will apply an effective investigation process to inform the understanding of the work of performing arts practitioners, communicating independent judgements |
Learners explore and integrate creative, physical and vocal skills and techniques, working collaboratively to create a performance in response to a given stimulus.
|
Learners will apply personal management and collaborative skills to a group performance workshop process
They will apply performance skills to communicate creative intentions during performance workshop
Finally learners will review and reflect on the effectiveness of the working process and the workshop performance |
