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Performing Arts

Qualification - BTEC Level 3

Exam Board - Pearson


The course is challenging, adventurous and explores many different dramatic conventions, styles, theatre practitioners and live professional productions. It is a practical and engaging course and one that will require lots of energy and commitment from you. It will change the way you look at yourself and the world around you.

In addition to the performing arts sector-specific content, learners will 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 three mandatory units focus on:

  • an introduction to the performing arts where learners will develop the appropriate skills and techniques in various performance disciplines such as acting, dance, musical theatre and physical theatre
  • research, critical analysis and extended writing skills that aim to support learners’ progression to higher education. Learners will gain a good understanding of the work of influential practitioners to inform their own work and practice
  • group performance, where learners will develop the essential psychomotor and affective skills essential for the performing arts. They will develop physical techniques as well as wider transferable skills, such as being able to work collaboratively, personal management and organisation (rehearsals, time-management), being able to give and take direction, confidence in front of an audience, problem solving (refining the process) and teamwork (essential when dancing as a group).



  • 4 units, of which 3 are mandatory and 2 are external. Mandatory content (83%). External assessment (58%)
  • Y12 Two mandatory units – one internally and one externally assessed.
  • Y13 One mandatory unit, externally assessed and one optional unit, internally assessed.
  • NO final exam.


1 Investigating Practitioners’ Work

A Investigating contextual factors

B The relationships between contextual factors, creative intentions and themes

C Critical analysis of the work of performing arts practitioners

D Be able to present conclusions and independent judgements through effective investigation

2 Developing Skills and Techniques for Live Performance

A Understand the role and skills of a performer

B Develop performance skills and techniques for live performance

C Apply performance skills and techniques in selected styles

D Review and reflect on development of skills and techniques for live performance.

3 Group Performance Workshop

A Generating and exploring ideas from stimulus

B Develop and realise creative ideas for a group performance in response to stimulus

C Personal management and collaborative skills

D Communicate creative intentions through group workshop performance

E Review and reflect on the effectiveness of the working process and the workshop performance

4 Final Unit to be decided based upon the aims of the students.



A minimum of five grades 4 – 9 at GCSE, including English and Maths.